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\ 

IBRARY 

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CALIFORNIA       J 


/J 


GRAMMAR  AND  ANALYSIS 


MADE  EAST  AND  ATTEACTIYE 


BY 


DIAGRAMS 


CONTAINING  ALL  THE  DIFFICULT  SENTENCES  OF  HARVEY'S  GRAMMAR  DIAGRAMMED;    ALSO,  MANY 

DIFFICULT  SENTENCES  FROM  OTHER  GRAMMARS;  DESIGNED  FOR  BOTH 

TEACHERS  AND  PUPILS 


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(ii) 


ECLECTIC  PRESS: 

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It*  If 


Q 

PREFACE. 


TO  diagram  a  few  easy  sentences,  as  our  grammars  do,  does  not  satisfy  the  needs  of  either 
the  teacher  or  the  pupil.  A  more  complete  work  on  diagramming  is  demanded:  one  that 
presents  a  great  variety  of  construction,  and  grapples  the  difficulties  and  intricacies  of  the 
"  English  Sentence."  Again,  many  systems  of  diagrams  now  in  use  are  either  too  complicated 
for  practical  purposes,  or  do  not  truthfully  picture  the  offices  and  relation  of  the  different 
elements  in  a  sentence.  Whether  the  element  is  co-ordinate  with  or  subordinate  to  another 
element  should  be  clearly  shown  by  the  diagram.  If  an  element  is  a  modifier,  the  diagram 
should  be  so  drawn  that  it  shows  just  what  it  modifies.  If  an  element  modifies  a  part  of  the 
predicate,  or  a  part  of  a  phrase,  the  lines  should  be  so  drawn  as  to  indicate  that  it  modifies  a 
certain  word  or  group  of  words,  and  not  the  entire  predicate  or  phrase.  Finally,  the  diagram 
should  picture  with  great  clearness  the  office  of  connectives,  especially  the  double  office  of  con- 
junctive and  relative  adverbs,  and  relative  pronouns. 

By  permission,  I  have  used  Prof.  W.  F.  L.  Sanders's  system  of  diagrams,  with  the  following 
changes,  which  I  think  to  be  improvements  : 

A  different  use  of  the  dash  ;  first,  to  separate  the  copula  and  attribute  ;  second,  to  sep- 
arate the  preposition  and  its  object  ;  but  never  to  separate  a  verb  and  its  auxiliary.  A  different 
position  of  the  introductory  conjunction,  expletive  adverb,  and  an  adverb  modifying  a  sep- 
arable phrase.  The  parsing  of  difficult  words  is  indicated  by  the  use  of  Arabic  figures,  placed 
under  or  over  the  words,  and  referring  to  the  rules  in  Harvey's  Grammar. 

The  very  favorable  reception  of  the  author's  small  work,  published  some  time  ago,  and 
the  large  number  of  flattering  notices  and  testimonials  from  State  Superintendents  and  other 
prominent  educators,  and  from  leading  educational  journals,  are  unmistakable  evidences  of 
the  popularity  of  this  system. 

The  utility  of  diagrams  in  teaching  grammar  and  analysis  is  shown  by  the  same  process  of 
reasoning  by  which  we  show  the  utility  of  Geometrical  Diagrams  in  teaching  Geometry  ;  Maps, 
in  teaching  Geography;  or  Figures,  in  teaching  Arithmetic.  By  diagrams  an  abstract  truth  is 
made  tangible  ;  the  eye  is  permitted  to  assist  the  mind  ;  and,  in  the  language  of  the  poet, 

"  Things  that  address  the  ear  are  lost  and  die  in  one  short  hour, 
But  that  which  strikes  the  eye  lives  long  upon  the  mind: 
The  faithful  sight  engraves  the  knowledge  with  a  beam  of  light." 

The  study  of  grammar  can  be  made  just  as  interesting  as  the  study  of  arithmetic  if  the 
same  means  are  employed.  The  child  loves  to  see  and  do.  In  this  respect  more  advanced 
pupils,  and  even  teachers  themselves,  are  but  children  a  little  older  grown. 

The  improved  straight-line  system  of  diagrams  presented  in  this  work  is  eminently 
natural  and  practical  ;  it  is  peculiarly  simple  in  its  elements  and  laws  ;  it  gives  the  clearest  view 
of  a  sentence  as  a  whole  ;  it  saves  time  in  teaching  grammar  and  analysis,  and  makes  these 
branches  the  delight  of  pupils  ;  it  adapts  the  study  of  grammar  and  analysis  to  the  taste  and 
capacity  of  the  pupil.  Hon.  A.  J.  Russell,  Superintendent  of  Public  Instruction  of  the  State 
of  Florida,  sums  it  up  thus:  "I  consider  it  of  great  help  to  the  teacher  and  positive  good  to 
the  pupil,  in  that  it  relieves  the  study  of  grammar  of  that  which  makes  it  so  universally  repul- 
sive to  young  pupils,  and  creates  an  interest  novel  and  pleasing,  while  it  gives  a  knowledge  of 

the  use  of  language  the  old  methods  are  slow  to  impart." 

(iii) 


TO  TEACHERS. 


YOU  will  do  me  the  greatest  kindness  by  communicating  directly  to  me  any  errors 
you  notice  in  this  work,  or  any  criticisms  or  suggestions  you  may  desire  to  offer 
concerning  it.  This  book  is  not  to  take  the  place  of  the  books  on  grammar  and 
analysis,  but  is  to  be  used  with  them,  and  even  before  they  are  needed  in  the  class- 
room. If  possible,  put  it  into  the  hands  of  every  pupil  who  studies  these  branches. 
By  the  skillful  use  of  blackboard  and  slates  or  paper,  the  study  of  grammar  and 
analysis  may  be  made  interesting  and  attractive  to  the  dullest  pupils.  Too  much 
technical  and  not  enough  practical  grammar  has  been  taught  in  our  schools.  Practical 
grammar,  in  the  form  of  correct  speech,  should  be  taught  even  before  the  child 
enters  the  school-room.  Language  lessons  follow  as  soon  as  the  pupil  can  read  and 
write.  In  these  lessons  in  sentence-building,  punctuation  and  the  use  of  capitals  are  to 
form  an  important  feature.  The  analysis  of  simple  sentences,  using  diagrams  to 
interest  and  please,  as  well  as  to  teach  accuracy  of  thought,  should  be  introduced  at  an 
early  age;  certainly,  before  technical  grammar  is  taught.  For,  "Parsing  without  a 
preceding  analysis  can  lead  but  to  a  very  imperfect  knowledge  of  the  organical  struct- 
ure of  sentences."  Gems  of  thought  and  sentences  from  the  best  authors  should 
be  selected  for  these  exercises  in  analysis;  thus  leading  the  children  by  delightful 
paths  up  to  an  appreciation  and  even  a  love  for  our  standard  literature,  the  real  gram- 
mar of  the  language. 

The  acknowledgments  of  the  author  are  due  for  much  encouragement  and  many 
valuable  suggestions  from  former  pupils,  friendly  teachers  and  superintendents,  as  well 
as  from  leading  educators  and  authors.  These  highly  esteemed  favors  are  appreciated, 
and  will  not  be  forgotten. 

Actuated  by  a  desire  to  make  the  labor  of  the  teacher  and  student  of  grammar  and 
analysis  a  "  delightful  task,"  the  author  humbly  sends  this  work  forth  on  its  mission. 

F.  V.  I. 
LIMA,  0.,  March  9,  1885. 


(iv) 


INDEX 


PAGE 

Outline,        ....                                                  .  6 

Nouns,  ...                                      .                         ...  9 

Adjectives,  ..........  9-11 

Pronouns,           .             .                         .                                     .  11-17 

Nouns,  Pronouns,  and  Adjectives,           ......  17-20 

Participles 21,22 

Verbs,           .                                      .                                                  .                         .  23-25 

Nouns,  Pronouns,  Adjectives,  and  Verbs,                ,  26-28 

Adverbs,      .  29, 30 

Prepositions,       ...  30, 31 
Conjunctions,           ....                                      ... 

Interjections,     ....  34,35 

Miscellaneous  Sentences  for  Parsing,      .  35-44 

Syntax,  showing  all  kinds  of  Elements,       .  45-69 

Abridged  Sentences,  ?°>  71 

Miscellaneous  Sentences  to  be  Analyzed,    . 

Sentences  illustrating  Rules  for  Parsing,  85-102 

Infinitives,          .             .             .  93~97 

Subordinate  Connectives,              .                                                  •  00>  ^ 

Miscellaneous  and  Difficult  Sentences, 

Difficult  Sentences  from  other  Grammars,        .....  113-118 


r  I.  Definition. 


II.  Kinds, 


III.  Elements, 


ri.  As  to  rank, 


2.  As  to  form, 


3.  As  to  use, 


IV.  Connectives,  . 


V.  Synthesis. 


VI.  Analysis,  .  .  - 


1.  Simple. 

2.  Complex. 

3.  Compound. 

1.  Declarative. 

2.  Interrogative. 

3.  Imperative. 

[_  4.  Exclamatory. 


1.  Principal, 


-  1. 

As  to  rank, 

[  2.  Subordinate 

2. 

As  to  form, 

f  1.  Simple. 
"|  2.  Complex. 
^  3.  Compound. 

3. 
-  4. 

As  to  class, 
Attendant. 

{1.  First  class,- 
2.  Second  class 
3.  Third  class,- 

f  1.  Pure. 

1.  Copula, .  .  j  2.  Impure. 

[  3.  Complex. 

2.  Attribute. 


1.  Co-ordinate, 
(conj.) 


.  2.  Subordinate, 


1.  Copulative. 

2.  Adversative. 

3.  Alternative. 

4.  Illative. 

1.  Subordinate  Conjunctions. 

2.  Relative  Pronouns. 

3.  Conjunctive  and  Relative  Adverbs. 


1.  Kinds, 


U 


Diagram. 
.  Oral. 
Written. 


.  2.  Steps, 


(vi) 


1.  Read  the  sentence. 


2.  Describe  the  sen- 
tence,   .  .  .  . 


1.  As  to  form, 


2.  As  to  use, 


1.  Simple. 

2.  Complex. 

3.  Compound. 

1.  Declarative. 

2.  Interrogative. 

3.  Imperative. 

4.  Exclamatory. 

3.  If  complex,  point  out  the  principal  and  subordi- 

nate clauses. 

4.  Name  the  complex  subject. 

5.  Name  the  simple  subject. 

fl.  Simple. 

'1.  As  to  form,  <  2.  Complex. 
1,3.  Compound. 

11.  Adjective. 
2.  Objective. 
3.  Adverbial. 
{1.  First  class. 
2.  Sec'd  class. 
3.  Third  class. 

7.  Name  the  complex  predicate. 

8.  Name  the  simple  predicate. 

9.  If  necessary,  name  copula  and  attribute. 

10.  Point  out  the  modifiers  of  the  simple  predicate 

and  describe  them. 

11.  Name  and  describe  the  attendant   elements  and 

the  pure  connectives. 


6.  Point  out  the  mod- 
ifiers and  de- 
scribe them, .  . 


DIAGRAMS   AND    EXPLANATIONS. 


A  diagram  is  a  picture  showing  the  offices  and  relations  of  the  different 
parts  of  a  sentence. 

The  five  elements  of  a  Sentence  are  shown  thus : 


Subject       Predicate 


Object. 


EXPLANATION.—  The  principal  elements,  the  subject  and  predicate,  are  placed  on  a  heavy 
line  to  show  their  importance  in  the  sentence.  They  are  placed  on  the  same  horizontal  line  to 
show  that  they  are  equal  in  rank.  The  adjective,  objective,  and  adverbial  elements  are  placed 
on  light  lines  to  show  that  they  are  modifiers  of  the  principal  elements,  and  below,  to  show 
that  they  are  subordinate. 

1.  Men  think.  2.  Truth  is  mighty.  3.  Whittier  is  a  poet. 

1,  .2.  3. 

Men  I  tJiink.  Truth  I  is—  mighty.  "Jf^hittier  \  'is—  poet. 


EXPLANATION.—  These  three  sentences  are  given  to  show  the  three  kinds  of  predicates.  The 
first  tells  what  the  subject  does;  the  second  tells  what  quality  it  possesses;  the  third  tells  what 
It  is.  In  the  first  sentence,  the  predicate  may  be  modified  by  an  objective  or  adverbial  element, 
or  both.  In  the  second  sentence,  "is"  and  "mighty"  may  each  be  modified  by  an  adverbial 
element.  In  the  third  sentence,  the  verb,  or  copula,  may  be  modified  by  an  adverbial  element, 
and  the  noun,  or  attribute,  may  be  modified  by  an  adjective  element. 

4.  Liberty  is  sweet.  5.  We  feel  happy.  6.  The  lake  appears  to  be  deep. 

4.  5  «. 

liberty       is-siveet.       TFe  \feel-happy.         laKe     appears  tolie-  deep. 

-  —^  -  TheJ        I 


EXPLANATION.— These  three  sentences  are  given  to  show  the  three  kinds  of  copulas;  "is" 
is  a  pure  copula;  "feel"   is  an  impure   copula,  and  "appears  to  be"   is  a  complex  copula. 

"Sweet,"  "happy,"  and  "deep"  are  predicate  adjectives. 

(vii) 


GRAMMAR  AND  ANALYSIS 


7.  John,  the  beloved  disciple,  reclined  on  the  Master's  breast. 

EXPLANATION.— Sentence  7  is  given  to  show  the  four 
kinds  of  adjective  elements:  definitive,  descriptive,  apposi- 
tion, and  possession.  The  first  two  kinds  are  always  ad- 
jectives; the  second  two,  apposition  and  possession,  are 
always  nouns  or  pronouns.  In  sentence  7,  "the"  is  defini- 
tive, "beloved"  is  descriptive,  "disciple"  denotes  apposition, 
and  "Master's"  is  an  adjective  element  of  possession. 


8.  Give  me  liberty. 


Cyou  ) 


Give 


liberty; 


9.  They  appointed  Webster,  the  great  statesman,  chairman 
of  the  committee. 


9. 


{They  \  appointed 


Webster ,  —  chairjnan 


i^  statesman ,         [  of — co mn&ftee» 
great]  <the\ 

'the] 


EXPLANATION. — In  sentence  8  is  shown  the  direct  and  the  indirect  object;  "liberty"  is  the 
direct  and  "me"  the  indirect  object.  In  sentence  9  is  shown  the  double  object,  or  the 
primary  and  the  attributive  object;  "  Webster"  is  the  primary  object,  and  "chairman"  the 
attributive  object.  When  the  sentence  is  changed  to  the  passive  form,  "  Webster"  becomes 
the  subject,  and  "chairman"  nominative  in  the  predicate  with  the  passive  verb  "was  appointed." 

10.  The  patriot,  whom  the  corrupt  tremble  to  see  arise,  may  well  feel  a  grateful  satisfac- 
tion in  the  mighty  power  which  heaven  has  delegated  to  him,  when  he  thinks  that  he  has 
used  it  for  those  purposes  only  which  heaven  approves. 


patriot;  I  may   feel 


The] 
cor.rtipt  I  tremble      '2 


satisfaction 


NOTE,— In  sentence  10,  "that"  is  a  subordinate  conjunction,  and  introduces  the  objective 
clause.  See  Harvey's  Grammar,  page  186.  (Revised  Edition.) 

EXPLANATION.— A  line  for  a  word  .modifier  is  turned  to  the  left  or  the  right,  according  as 
the  word  precedes  or  follows  that  which  it  modifies.  Turn  the  line  for  a  phrase  modifier 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


always  to  the  right.  The  line  connecting  a  clause  may  be  turned  either  to  the  right  or  the 
left.  The  figures  over  or  under  the  words  refer  to  the  rules  for  parsing  the  words  according 
to  Harvey's  Grammar.  It  requires  two  rules  to  parse  any  pronoun,  and  a  relative  requires 
three.  A  dotted  or  broken  line  always  denotes  apposition.  I  suggest  to  teachers  and  exam- 
iners that  this  system  of  diagramming  and  marking  the  rules  is  an  excellent  abbreviated 
form  of  analysis  and  parsing.  The  rules  of  "any  grammar  may  be  used. 


SENTENCES  FROM  HARVEY'S  GRAMMAR,  page  42.     (Old  edition,  page  36.) 

3.  Ah,  Warwick  !  Warwick !  wert  thou  as  we  are ! 


1.  The  rebellion  being  ended,  the  army 
disbanded. 


army     disbanded  . 


Ah,  Warwick! 


'the} 

5 
rebellion 

ended) 

The]     ^  being 

again? 

~oiirj 
thou  \wert  «»J 


2.  The  Atlantic  Ocean  is  three  thousand  miles  wide. 

T                   Z.Old.Ed.  NOTE.— "Rebellion"  is  in  the  absolute 

Atlantic  Ocean  \  is  — wide.  case  with    the    participle   "being  ended." 
The}                                                           j  (  )—  miles 


"  The  rebellion  being  ended"  is  an  abridged 
proposition,  and  modifies  "disbanded." 
The  first  "Warwick"  is  in  the  absolute 


thoii»and 


case  by  exclamation;   the   second  "Warwick"   is   in   apposition   with    the    first    "Warwick." 
"Miles"  is  in  the  objective  case  without  a  governing  word. 

Harvey's  Grammar,  page  53.    (Old  edition,  page  48.) 


17.  None  think  the  great  unhappy 
but  the  great. —  Young. 

n. 

None   I    think] 


but-g 

rent. 

[      great 

the] 

12 

unhappy 

the) 
12 

12 

18.   Our  birth  is  but  a  sleep  and  a  forget- 
ting.—  Wordsworth. 
18.  * 

„  birth  lis— sleep and  forgetting. 

Our  but  ~ 


NOTE.— "But"  is  a  model  adverb  ="merely." 
Some  authors  parse  "but  a"  as  an  adjective. 


19.  To  make  a  long  story  short,  the  company  broke        20.  Grim-visaged  war  hath  smoothed  his 


up  and  returned  to  the  more  important  concerns  of  the 
election. — Irving. 

To  make] 


wrinkled  front.—  Shakespeare.  . 


long) 

company  I  broke 

the}  ~l 


^ 


returned 


20. 


[<o — concerns 
'more  importantj     \of— election* 
the)  the  I 


war  I  hatli  smoothed 


fron 


10 


GRAMMAR  AND  ANALYSIS 


NOTE. — In  the  sentences  not  diagrammed,  "quiet,"  "secluded"  "sad,"  "lonely,"  "green," 
"bright,"  "joyful,"  and  "rare"  are  predicate  adjectives.  "  To  make  a  long  story  short"  is  a 
complex  attendant  element.  "Broke  up"  is  a  compound  verb;  "up"  may  be  parsed  as  an 
adverb. 


21.  For  nine  long  years,  session  after  session,  we  have  been  lashed  round  and  round  this 
miserable  circle  of  occasional  arguments  and  miserable  expedients. — Burke. 


21. 
we  I  have    been    lashed 


o  — 

(^  For  —  years  , 

. 

long)     1 
ninej 
^  round          round  —  circle 

•  miserablej 
this 

I  o/"- 

nnd  (of}—  expedients^ 
miserable  j 

.  occasional  J 

^  after  —  session. 

NOTE. — "Round  and  round"  is  a  compound  preposition. 


22.  Dim  with  the  mist  of 
years,  gray  flits  the  shade  of 
power. — Byron. 


shade  \  flits  —  {/ray 


(of — power. 


i*  [with — mist 

the)    (of—  years , 


23.  Can  storied  urn,  or  animated  bust 

Back    to    its     mansion     call     the    fleeting 
breath? — Gray. 


breath? 


24.  With  secret  course  which  no  loud  storms  annoy, 
Glides  the  smooth  current  of  domestic  joy. 

— Johnson. 

24. 
current    I  Glides 


'Smoothj     \ 

the) 

J*f 

[With  —  cour 

^of—joy. 

secret  j 

tmesticj 

storms     ann 

°y-> 

loud  J  1 

no] 

which 

25.  My  opening  eyes  with  rapture  see 
The  dawn  of  this  returning  day. 


dawn 

The}        [of  -   day, 
returning  J 

this  I 
with  -  rapture  ' 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


11 


23.  Strong  Creator,  Savior  mild, 
Humbled  to  a  little  child, 
Captive,  beaten,  bound,  reviled— 
Jesus!  hear  and  save. 


NOTE.— Sentence  23  is  a  simple  imperative  sentence  with  a  compound  predicate.  This 
sentence  is  preceded  by  three  attendant  elements.  In  sentence  26,  "maw/"  and  "a"  may  be 
parsed  as  separate  adjectives. 


26.  With  many  a  weary  step,  and  many  a  groan, 

Up  the  high  hill  he  heaves  a  huge  round  stone.— Pope. 


26. 


18.  Silver  and  gold  have  I  none. 


lie   I  heaves 


stone, 
round 
iif/e 

a 

> 

With — step,  nnfl  (withy— groan  , 
weari/l  many  a  \ 


have 


Silver  gold 

-and- 


none. 

~\2 


niffhj 
the 


1.  He  and  I  attend  the  same  school. 
1. 


Harvey's  Grammar,  page  62.    (Old  edition,  page  55.) 
5.  You,  yourself,  told  me  so. 


He         I 

and* 


attend 


Ton 


NOTE.— Some  gram- 
marians would  parse 
"me"  as  the  direct 
object  of  "told." 


GRAMMAR  AND  ANALYSIS 


6.  The  wicked  is  snared  in  the  work  of  his 
own  hands. 


.wicked    I   is    snared 


7.  I  bought  the  book,  and 
read  it. 

7. 

read 


9.    I    see   them   on 
their  winding  way. 


NOTE.— If  "his"  and  "own"  are  parsed  together,  they  should  be  placed  on  the  same  line. 

ANALYSIS.— Sentence  7  is  a  simple  declarative  sentence  with  a  compound  predicate.  "  I" 
is  the  simple  subject,  unmodified;  "bought  the  book  and  read  it"  is  the  complex  compound 
predicate;  "bought  and  read"  is  the  simple  compound  predicate;  "bought,"  the  first  member, 
is  modified  by  "the  book,"  a  complex  objective  element  of  the  first  class;  "book"  is  the  basis 
modified  by  "the,"  a  simple  adjective  element  of  the  first  class.  "Read,"  the  second  member 
of  the  sinple  compound  predicate,  is  modified  by  "it,"  a  simple  objective  element  of  the  first 
class.  "And"  connects  "bought"  and  "read" 

10.  For  we  dare  not  make  ourselves  of  the  number,  or  compare  ourselves  with  some  that 
commend  themselves ;  but  they,  measuring  themselves  by  themselves,  and  comparing  them- 
selves among  themselves,  are  not  wise. 


themselves^ 


by — themselves,       \amona— themselves , 


11.  My  country,  'tis  of  thee, 

Sweet  land  of  liberty, 

Of  thee  I  sing. 


12.  Thou  great  Instructor,  lest  I  stray, 
Teach  thou  my  erring  feet  thy  way. 


5 
Thou 

(.Instructor, 


12. 


-thou   I  Teach 


way. 


thy 


—  feet 


NOTE.— Sentences  2,  3,  4,  and  8  are  very  simple,  and 
are  not  diagrammed.  In  sentence  2,  "  book"  is  the  direct 
and  "sister"  the  indirect  object  of  the  verb  "gave."  I 
prefer  to  call  the  indirect  object  the' object  of  the  prep- 
osition "to,"  understood.  In  sentence  3,  "to-day"  is  a 


'I     stray, 


noun  in  the  objective  case  without  a  governing  word,  of  an  adverb  modifymg'  "have  seen" 
In  sentence  10,  "for"  is  an  introductory  conjunction;  "that"  is  a  relative  pronoun.  In 
sentence  11,  "my  country,  sweet  land  of  liberty"  is  a  complex  attendant  element;  ('land  "  is  in 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


IS 


apposition  with  "  country"  "It"  is  an  expletive,  and  "(that)  I  sing"  is  the  subject  of  the 
sentence;  or  make  "it"  the  subject,  and  put  "(that)  I  sing"  in  apposition  with  it.  The 
second  "of  thee"  is  an  attendant  element. 

Harvey's  Grammar,  page  64.    (Old  edition,  page  57.) 


1.  The  farm  is  neither  his  nor  theirs. 


neither  2 

farm    \  is  —  his 

_]  -  T  -  " 


theirs. 


neither 

farm   \  is  —  (farm) 


The] 


NOTE.— In  the  first  diagram,  "his"  and  "theirs"  are  possessive  pronouns,  nominative  case 
in  the  predicate ;  in  the  second,  they  are  personal  pronouns  in  the  possessive  case.  In  both 
diagrams,  "neither"  and  "nor"  are  correlative  or  corresponding  conjunctions,  "neither"  in- 
troducing the  sentence  and  "nor"  connecting  "his"  and  "theirs."  Many  authors  consider 
"neither  nor"  the  connective,  and  place  both  between  the  words  connected. 


2.  Is  that  horse  of  yours  lame  yet? 

2- 
horse    \  .Is  — lame 


3.    I  did  not  hear  that    lecture    of 

yours  last  evening. 
o. 


that 


of  —  yours 


did    hear 


NOTE. — "Yet"  may  be  considered  a  modifier  of  "is." 


(  ^-evening . 


last] 


4.  He  is  an  old  friend  of  ours. 

fc 

He  |  is— friend 

\    of- — ours. 


5.  This  book  is  not  mine  ;  it  must  be  his 

or  hers. 
5. 
book  |  is —  anine-; 

'Xhisj  [not 

f.ancQ 


It 


wiu's  t  be  —  His        hers  .. 


6.  That  carriage  of  theirs  is  a  very  fine  one. 


7.  Friend  of  mine,  why  so  sad  ? 
flniend 

(you         are)  —  sad  ? 

so\  I 
•why] 

Harvey's  Grammar,  page  68.    (Old  edition,  page  61.) 
1.  Those  who  sow  will  reap.  2.  He  that  hateth,  dissembleth  with  his  lips. 


1. 


He  I  dissembleth 


Those 


rea:p 


that 


who  \  sow 


hateth , 


with — lips<* 
Tils 


GRAMMAR  AND  ANALYSIS 


3.  They  that  forsake  the  law,  praise 
the  wicked;  but  such  as  keep  the  law, 
contend  with  them. 


3. 


4.  There  is  no  class  of  persons  that  I  dislike 
so  much  as  those  who  slander  their  neighbors. 


4.     There 


They 

praise  \ 

[that 

{  tficfc 
the 

forsake 

5.  The  house  which  you  admire  so  much  belongs 
to  the  man  whom  we  see  yonder. 

5. 
house   I    belongs 


6.  Whatever  is,  is  right. 

6. 
That  I  is  —  right. 

T 

l«i 


rhifh 


NOTE.  —  In  sentence  4,  "there"  is  an  expletive  adverb;  it  is  an  attendant  element.  In 
sentence  6,  "  whatever  is  "  may  be  considered  the  subject  of  the  sentence,  and  "whatever"  may 
be  parsed  without  being  separated  into  "  that  which." 


7.  Whatsoever  ye  shall  ask  in  my  name,  that  will  I  do. 


5 
That 


ye 


shall    a 


7. 


in—  »mme, 


will    do.} 


NOTE. — In  sentence  7,  "that" 
is  in  the  absolute  case  by  pleo- 
nasm; and  "that  which  ye  shall 
ask  in  my  name"  is  a  complex 
attendant  element. 


8.  He  will  do  what  is  right. 


He 


will     do] 


that 


which        is— right 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


15 


9.  This  is  the  dog  that  worried  the  cat  that  killed  the  rat  that  ate  the  malt  that  lay  in 
the  house  that  Jack  built. 

9. 
.This   |  is— dog 

the\ 


10.  A  kind  boy  avoids  doing  whatever 

injures  others. 
10. 
boy  I  avoids 


kind 


(tvhich 


Harvey's  Grammar,  page  7O.    (Old  edition,  page  63.) 


1.  Who  saw  the  horse  run? 


. 
Who  I  saw 


4.  For  whom  did  he  inquire  ? 

4. 
lie  |  di'd  inquire? 


horse—  (to~)  run  9 

the  I 


For — whom 


3.  Whom  did  he  call? — James. 

3 
he  |  did  call?  (He      called J 


2.  Whose  house  is  that  on  the  hill  yonder? 
9 


house  I  is  —  that 


on— hill 

the)  (i/onder? 


5.  Which  will  you  have,  the  large  or  the  small  book? 


you  I  will  have  , 


5.  Whom  did  you  take  me  to  be  ? 


you  I  did  take 


be?— Whom 


7.  What  shall  I  do?— Wait. 

7. 

I  I  shall  do 


7. 


7. 


Wait.\  (is—  that      or      (you  \  shall)   Wait. 


you 


shall  do) 


which 


16 


GRAMMAR  AND  ANALYSIS 


NOTE.— In  sentence  1,  by  ,first  diagram,  "(to)  run"  is  an  adjective  element  modifying 
"horse;"  by  the  second  diagram  "(to)  run'1  is  the  attributive  object.  By  either  diagram, 
"horse"  may  be  considered  the  subject  of  the  infinitive.  In  sentence  6,  "whom"  is  in  the 
objective  case  with  the  infinitive  "to  be." 


8.  "What  can  be  more  beautiful  than  that  landscape  ? 

8. 
What  \canbe  —  more  beautiful 


9.  Which  is  the  lesson  ? 

Q 

lesson?}  is  —  Which 


the 


than, 


landscape? 


that 


—  beautiful) 


10.  Who  told  you  how  to  parse  "  what?"  1.  Who  is  in  the  garden ?— My  father. 

10.  1.  1. 

Who  I  toUl}  Who  |  is  father. 


[in— garden) 


2.  I  do  not  know  who  is  in  the  garden. 

2.. 

I  do  know 


not 


who   I     is 


~—  garden . 
the 


3.  Tell  me  what  I  should  do. 

3^_ 
(you)  \Tell 


4.  What  vessel  is  that? 


4. 
that?]  is— vessel 


What 

i  •* 

12 


5.  Always  seek  for  what  you  need  the 
most. 

5. 
C  you  )  I  seek 


for  —  that 


you  I  need 


u'liich 


most 


6.  Whose  house  was  burned  last  night?— Mr.  Hubbard's. 

6.  6. 

house  \  tvas  burned  ( house  \  was  burned 


Whosej 
8 


-  night?   Mr.HuN>ard>*.) 

last] 


[Q—  night) 
last] 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


17 


7.  The  boy  closed  the  shutters,  which  dark- 
ened the  room. 


which  darkened 


8.  What  is  his  name? 

8. 


name  ? 


his) 


is  _  What 


9.  Whoever  enters  here  should 
have  a  pure  heart. 


9. 

He  I  should  have 


IP  ho    enters 


here 


10.  I  gave  all  that  I  had. 


NOTE. — In  sentences  2  and  3,  "who  is  in  the  garden,"  and  "what  I  should  do"  are  substan- 
tive clauses.  I  do  not  consider  "who"  and  "what"  connectives;  they  are  indefinite  inter- 
rogative pronouns.  Some  authors  consider  "what"  a  double  relative,  in  sentence  3. 


Harvey's  Grammar,  page  71.    (Old  edition,  page  64.) 


4.  One  ounce  of  gold  is  worth  sixteen  ounces  of  silver. 


5.  The  prayers  of  David,  the  son 
of  Jesse,  are  ended. 

5. 
prayers  I  are  ended. 


The 


\j>f— silver. 


of — David , 


theTT 

— '    I  of  — 


Jesse j 


NOTE.— "Worth"  is  a  predicate  adjective,  and  "ounces"  is  in  the  objective  case  without  a 
governing  word.    In  the  sentence  not   diagrammed,    "condition"   and    "light"  are  predicate 

nouns,  and  "is  made"  is  a  passive  verb. 
Dia.— 2. 


18 


GRAMMAR  AND  ANALYSIS 


8.  Be  of  the  same  mind  one  toward  another. 


tye)   |   Be—  |  of —mind 


9.  He  sacrificed  every  thing  he  had  in 
the  world :  what  could  we  ask  more  ? 

9. 
He 


4      ' 

one 


the 
toward —  another. 


NOTE.— Some  prefer  to  make  "one" 
the  subject  of  sentence  8. 


10.  Who's  here  so  base  that  would  be  a 

bondman  ? 
10. 

Who     I    is 


12.  Liberty  was  theirs  as  men:    without  it  they 
did  not  esteem  themselves  men. 

12. 


here 


base 

*~_ 

so 


that 


(he) 


would  be  —  bondman? 


Liberty 

^vas—(riffht) 

^ 
they 

their(n)j 

id}              as    ^ 
\^  men  I 

did  esteetn} 

notj  \           (^  themselves  —  men  . 

\ivithont  — it 


11.  I  speak  as  to  wise  men  : 
judge  ye  what  I  say. 


13.  The  death  of  Socrates,  peacefully  philoso- 
phizing with  his  friends,  is  the  most  pleasant  that 
could  be  desired. 


13. 


death 


(death) 


The] 

most  pleasant^  I 
the] 
^>/  —  Socrates  , 

that 

could  be  desired  . 

[^philosophizing 

peacefully  \ 
—  U       (tvith  —friends. 

his] 

NOTE. — In  sentence  8,  "of  the  same  mind"  is  an  adjective  element  of  the  second  class 
used  as  the  attribute;  it  equals  the  adjective  "like-minded."  In  sentence  12,  the  first  "men" 
is  in  the  possessive  case  in  apposition  with  "their;"  "as"  is  a  subordinate  conjunction  used 
as  an  index  of  apposition.  The  second  "men"  is  an  attributive  object. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


19 


*H     *w 

§  a 

o>    2 


II 


-a 


T3 

_,     O> 

C    o 


g    ® 


f  <Sl 

«  «  ^  - 


§  i  ^ 

A    O   r-j 


PH 


•-.s 

C    Q 

r3     rt) 


S8i 

41 

II 


\ 

K  .2 

O  7 
fc    5r 


GRAMMAR  AND   ANALYSIS 


14.  0  Popular  Applause !  what  heart  of  man 

Is  proof  against  thy  sweet,  seducing  charms? 
Popular    Applause1.  14. 

heart  \  Is —proof 


NOTE. — "  Popular  Applause"  is  a  proper  noun ;  fem.  gender. 

16.  Unveil  thy  bosom,  faithful  tomb; 

Take  this  new  treasure  to  thy  trust; 
And  give  these  sacred  relics  room 
To  slumber  in  the  silent  dust. 

*"*'  16. 

Ohonttl  Unveif 

1  I 

bosom, 
thy. 


(and) 

(tit on)   I    Take 


18.  The  gay  will  laugh 

When  thou  art  gone ;  the  solemn  brood  of  care 
Plod  on,  and  each  one  as  before  will  chase 
His  favorite  phantom  :  yet  all  these  shall  leave 
Their  mirth  and  their  employment,  and  shall  come 
And  make  their  bed  with  thee.— Bryant. 
18. 


Jlnd 


treasure 


new)    I 
to— trust',   this) 


aay  \    will   laugh 


art  gone  \ 


these 


shall  leave 


as  J       ^before 

shall  come 


and. 


all) 


NOTE.— ".4s  before"  may  be  parsed  as  an  adverbial  phrase.     "And"  may  be  supplied  and 
"yet"  parsed  as  an  adverb. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


Harvey's  Grammar,  pag-e  81.     (Revised  edition.) 


1.  I  have  heard  the  bells  tolling.        2.  He  saw  the  letter  opened.          3.  Gambling  is  a  crime. 

1.  2.  3. 

J  !  have    heard }  He  \  ~saw}  Gambling    I  is  -vrime 


4.  Boys  like  running,  jumping,  and  skating. 


5.  The  vessel  anchored  in  the  bay 
has  lost  her  sails. 


vessel  \  has  lost 


running.            lumping,          ,  skating.  y/,fi 
(and) and   - 


12 
anchored 


in  —  bay 

the  I 


sails. 

Tier] 


7.  The  burning  of    the  capitol  was 
wanton  outrage. 


burning      ivas  —  outrage 


The) 


ii'anton 


of  —  capitol 
the 


8.  Have  you  not  seen  strong  men  weep- 
ing? 


6.    Having  sold   my  farm,   I 
shall  remove  to  Iowa. 


I  I  shall  remove 


— ,       I  <o— loiva, 

Jfavinf/  sold] 


9.   The  general  having  been  captured,  the  army  was  de- 
feated. 

9. 


army  \  'was  defeated . 


The 


general 


the 


12 
I  having  been  captured  ? 


NOTE.— "  Tolling,11  "opened,11  "anchored,"  " having  sold,"  "weeping,"  and  "having  been  cap- 
tured,11 are  participles  having  the  construction  of  adjectives;  the  other  participles  have  the 
construction  of  nouns. 


GRAMMAR  AND  ANALYSIS 


10.  Your  remaining  here  would  ruin  us 
all. 

10. 


remaining  \  would  ruin 


11.  Said  but  once,  said  but  softly,  not  marked 
at  all,  words  revive  before  me  in  darkness  and 
solitude. — De  Quincey. 

11. 
words   I  revive 


Your) 

9              (jiere_ 

r        -w 

QlH. 
12 

(^  before  —  me 

\J,n—  darkness             On  )—  solitude  . 

12                          12                              12 

SftitV          .^snid.        ,-  marked 

once,          \sloftly     not] 

a<  all  , 

but)               but)            '8 

IS                           18. 

18 

12.  A  man  hardened  in  depravity  would  have  been  perfectly  contented  with  an  acquittal 
so  complete,  announced  in  language  so  gracious. — Macaulay. 


man  1  would    have  been  contented 


12 
hardened 


with  —  acquittal 


\in  — depravity 


complete  < 


announced 


— lanr/uaae 


13.   I  heard    the  ripple  washing  in  the 

reeds, 

And  the  wild  water  lapping  on  the 
crags. 

— Tennyson. 


13. 


I 

heard 

I  ^^^  ,.„,,_ 

thej 

u 

12      ^   — 

water 


Jhrouyh'—llfe 
C'2  12 


14.  Toiling,  rejoicing,  sorrowing, 

Onward  through  life  he  goes, 
Something  attempted,  something 

done, 

Has  earned  a  night's  repose.- 
— Longfellow. 


NOTE. — "  Toiling,1'  "rejoicing," 
"sorrowing,"  are  present  active  parti- 
ciples, and  belong  to  "fie."  "At- 
tempted" and  "done"  are  perfect  par- 
ticiples. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


Harvey's  Grammar,  page  87.    (Old  edition,  page  76.) 


1.  A  great  storm  is  raging. 
is 


2.  You  may  go  or  stay. 


4.  Hope  thou  in  God. 
Hope 


—  Gocl 


3.  Bring  me  some  flowers.        5.  If  he  study,  lie  will  excel.    6.  If  he  studies,  it  is  when  he  is 

alone. 


. 


he     i.vill  excel  . 


6. 
it  I  is  (done  ) 


If 


he  I  study, 


he    is  — alone 


when 


he  {studies, 


7.  Were  I  rich,  I  would  purchase  that  property. 


JT I  would  purchase 


property, 
that  \ 


I  JVere rich 


9.  Do  let  me  see  your  book. 

9. 
(you)  I  Do 


8.  Who  will  go  with  me 


Who         will  go 

(  with —  me? 


11.  Lift  up  your  heads,  0  ye  gates ! 


O       nates' 


11. 


ye 


Lift 


heads , 


your 


10.  I  must  not  be  tardy. 


10. 


. 

must  be  —  tardy. 


not 


12.  Blessed  are  the  poor  in  spirit;   for  theirs  is  the 
kingdom  of  heaven. 

12.  ia 

poor  \  are —  JZlessed 


is  —  (kingdom) 


for 


in  — spirit',  (   kingdom 


their  Cs) 


of — heaven 


NOTE.— Some  authors  parse  "are  Uessed"  as  a  passive  verb. 


GRAMMAR  AND  ANALYSIS 


13.  He  should  have  told  you. 

13. 
Jle   should  have  told 


15.  Let  us  not,  I  beseech  you,  deceive  ourselves  longer. 
15. 


16.  God  help  us!  what  a  poor  world  this  would  be,  if  this  were  the  true  doctrine. 


God 


help" 


16. 


us! 


this  \  would  be,— world 

"p^o7 


NOTE. — "God  help  us"  is  an  exclama- 
tory sentence ;  it  is  an  attendant  element. 
"What  a"  may  be  parsed  as  an  adjective. 


this    were — doctrine, 


true] 
the 


14.  They  dare  not  puzzle  us  for  their 
own  sakes. 


Th 


17.    If  a  line  is  parallel  to  a  line  of   a  plane,  it  is 

parallel  to  that  plane. 
17. 
it  |  is  -parallel 

[  to  —  plane' 
,  If  that] 

line  \  is  —  parallel 
*   gj     I  [to —line 

of — plane. 


18.  If  a  plane  intersect  two  parallel  planes,  the  lines  of  intersection  will  be  parallel. 


18. 
lines  I  will  be  -  parallel . 


NOTE.—"  Is  raging"  is  indicative ; 
"may  go"  and  "(may]  stay"  are  po- 
tential ;     "bring"     is     imperative; 
"hope"    is    imperative;    "study"   is 
subjunctive,  and   "will  excel"  is  in- 
dicative; "studies"  and  "iVarein- 
>  anes,    dicative  ;  "were"  is  subjunctive,  and 
parallel}  « wmtid  purchase"    potential;     "will 

ttv°J       go"  is  indicative ;  "do  let"  is  imper- 
ative, and  "(to)  see"  infinitive;  "  must  be"  and  "should  have  told"  are  potential. 


the] 

1 

If 

of  —  intersection 

^  plane 

intersect  "| 

3 

~~b 

MADE  EASY  AND   ATTRACTIVE  BY  DIAGRAMS. 


19.  Could  he  have  kept  his  spirit  to  that  flight,  he  had  been  happy.— Byron. 

19. 
he  |  had  been—happy^ 

.1 


I 


he 


Could  have  kept 


spirit 
/till 
to— flighty 


thai 


20.    Reign  thou  in  hell,  thy  king- 
dom ;  let  me  serve 
In  heaven,  God  ever  blest. 

—Milton. 


Thou 


19.  (Old  edition.)  Such  a  man  were  one  for  whom  a 
woman's  heart  should  beat  constant  while  he  breathes, 
and  break  when  he  dies. 

T 

man  I  were    —    one 


heart 


should        beat 


[constant  (ly) 

18 

breathes  ? 


•and 


C should)  break 


for — whon* 


NOTE.  —  In  19, 
"such  a"  may  be 
parsed  as  an  adjec- 
tive;  "for  whom" 
modifies  "should 
beat"  and  "(should) 
break."  In 20,  "king- 
dom" is  in  apposi- 
tion with  "hell."  In 
21,  "Save"  is  a  sub- 
ordinate conjunc- 
tion; "waves"  and 
"7"  are  in  the 
nominative  case  to 
"may  hear"  understood;  "where"  is 
relative  adverb  connecting  the  complex 
subordinate  proposition  to  the  noun 
"steep,"  and  modifying  "may  hear." 
Some  authors  parse  "  save"  as  a  preposi- 
tion, and  "waves"  and  "7"  in  the  ob- 
jective case. 


21.  Place  me  on  Sunium's  marble  steep, 

Where  nothing,  save  the  waves  and  I, 
May  hear  our  mutual  murmurs  sweep ; 
There,  swan-like,  let  me  sing  and  die.— Byron. 


In  —  heaven  y 

2 
f  you  > 

1. 

Place 

c™ 

(you  ) 

me 

,rf>  [on—  steep 

,w,-bl4)           nothinq,    May      hear] 

Sunnun's)                               ^^  j          (murniurs 

J0f}                                                             mutual  \\ 
'     {(to)  sweep! 

(  me                                          "p  -^L) 

[^   reaves  an(J  JT,   (may  hear) 

(to)  sing  (to)  die . 

and 


the 


GRAMMAR  AND   ANALYSIS 


Hsftrvey's  Grammar,  page  112.     (Old  edition,  page  102.) 

1.  They  commenced  plowing  yes-      2.  I  seldom  write      3.   My  father  brought  me  some  pine- 
terday.  letters.  apples  when  he  came  from  the  city. 

1.  2. 3. 

1 1  write 


father 

broucjht\ 

Mijj 
lie    came 

•n 

> 

-ci 

til- 

{ 

phte-apples 

some) 
^(~to  )  —  me 

{  Win 

from  - 

the 


4.  She  had  gone  to  walk. 

4. 
She  I  had  gone 


5.  When  do  you  intend  to  return  my  umbrella? 
5. 


NOTE. — In  4,  "to  walk"  is  an  infinitive  having  the  construction  of  a*h  adverb;  it  denotes 
purpose,  and  modifies  "had  yone" 


6.  The  workmen  should  have  been  more  careful. 

G. 

I  l2 

workmen  I  should  have  been  —more  careful . 

The] 


7.  Hallowed  be  thy  name. 

7. 
name.l be  Hallowed 


8.  Respect  the  aged.          9.  I  could  not  learn  to  do  it.  10.  The  weather  was  unpleasant. 

ft. 9.  10. 

(you)  |  Hespeci\  J\ could  learnt  iveathet\wa$ —unpleasant. 

aged.  ' 


not 


the 


it. 


11.  He  should  have  been  more  industrious. 

11. 

I  l2 

He\ should  have  been— more  industrious. 


12.  Shall  I  assist  you  ? 

11!. 

I\  Shall  assist 


yon  ? 


13.  How  many  regiments  were  mustered  out? 

13. 
regim ents  \ were  mustered 


14.  Have  all  the  gifts  of  healing? 

14. 

I 

all\Have^ 

~  ~ts 
the  '    '  0/_  healing? 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


18.  Hear,  father,  hear  our  prayer ! 

Long  hath  thy  goodness  our  footsteps  attended. 
father-,  -,r> 

(thou)  |  Hear,  ~hear 


15.  Remember  thy  Creator  in  the 
days  of  thy  youth. 
15. 


18. 


goodness    \   hath  attended* 

Lonf/J  V.  footsteps 

is 

17.  We  were  speedily  convinced  that  his  professions  were  insincere.    16.  The  poor  must  work 

in  their  grief. 

17.  16. 

~We  I   were  convinced  poor  \  must   ivork 


'of— fact) 

(this)]   j 

that 


professions 


were  —  insincere . 


in— grief, 
their 


NOTE.— To  my  mind,  "  that  his  professions  were  insincere,"  is  a  substantive  clause,  and  is  in 
apposition  with  "fact"  or  some  other  word  understood. 

7.  (Old  edition.)    This  lake  is  said  to  be  one 

hundred  feet  deep. 
19.  (Old  edition.) 
The  very  law  that  molds  a  tear, 

And  bids  it  trickle  from  its  source, 
That  law  preserves  the  earth  a  sphere, 
And  guides  the  planets  in  their  course. 

— Rogers. 

NOTE.— In  19,  "That  very  law 
that  molds  a  tear,  and  bids  it  trickle 
from  its  source,"  is  a  complex  at- 
tendant element ;  "  law  "  is  in  the 
absolute  case  by  pleonasm  ;  "the 
earth  a  sphere"  is  a  complex  ob- 
jective element  of  the  first  class ; 
it  is  a  double  object;  "earth"  is 
the  primary,  and  "sphere"  the  attribu- 
tive object  of  the  verb  "preserves."  Some 
authors  consider  "sphere"  in  apposition 
with  "earth,"- and  others  make  it  the  ob- 
jective case  after  "to  be"  understood. 
In  7,  " is  said  to  be"  is  a  complex  copula. 
Parse  "is  said  "  the  same  as  other  passive 
verbs;  "to  be"  is  a  verb;  neuter;  copulative;  irregular;  infinitive  mode;  present  absolute 
tense;  common  form;  has  no  voice;  here  used  with  "is  said"  to  form  the  complex  copula. 
"Deep"  is  a  predicate  adjective,  and  belongs  to  "lake;"  "feet"  is  in  the  objective  case  with- 
out a  governing  word. 


Cto)  trickle 

\frotn  — source, 

-- 


GRAMMAR  AND  ANALYSIS 


21.  If  parts  alluje  thee,  think  how  Bacon  slimed, 
The  wisest,  brightest,  meanest  of  mankind. — Pope. 


The         urfse«f.          brightest, 

) 
o/  —  mankind. 


meanest 


NOTE.— "  JFisesZ,"    "brighest"    "meanest,"    may    be    parsed    as   nouns   in  apposition   with 
"Bacon." 


20.  Why  restless,  why  cast  down,  my  soul  ? 

Hope  still,  and  thou  shalt  sing 
The  praise  of  Him  who  is  thy  God, 
Thy  Savior,  and  thy  King. 


~  20. 

C  thou)  I  (art)  —  restless, 

I  H7«?/j 

Cand) 

Cthou)   I  Cart)    cast 


trhyj     \down  r 

d  tit  on)  I     Hope 


still 


a  nd 


thou 


22.  If  goodness  lead  him  not,  yet  weariness 
May  toss  him  to  my  heart.— Geo.  Herbert. 


weariness  I     May  toss\ 


and 


Harvey's  Grammar,  page  12O.    (Old  edition,  page  109.) 

1.   They    lived    very  2.  Why  do  you  look  so  sad  ?  3.  When  spring  comes,  the  flowers  will 
happily.  bloom. 

1.  2.  3. 

They  \  lived  ?/<m  |  do  look  -sad  ?  fiowens  |  will  bloom. 

happily. 

comes. 

When] 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


4.   How  rapidly  the  mo-          5.  He  signed  it  then  and  6.  I  have  read  it  again  and  again, 

mentsfly!  there. 


4. 
moments  \      fly 4  He  \signed" 

the] 


6. 


rapidly^ 
Howl  ' 


I  I  have  read 


again. 


7.  He  will  do  so  no      8.  The  mystery  will  be  explained  by  and  by.     9.   Perchance  you  are  the 
more.  man. 

7.  8.  9. 

He  |  will  do  mystery  \    ivill'be  explained  yOn  \  are  —  man . 

\by  am 


so     The 


ferchance 


the 


18 


NOTE.— "  Then  and  there"  is  a  compound  adverbial  element  of  the  first  class;  but  parse 
each  adverb  separately.  "Again  and  again"  and  "  by  and  by"  are  adverbial  phrases,  parsed 
as  single  adverbs;  they  are  also  elements  of  the  first  class.  "No  more"  may  be  considered 
an  inseparable  adverbial  phrase.  "Do  look"  is  an  impure  copula. 


10.  Whither  has  he 
gone? 

10. 
he  I  has  gone  ? 

I     Whither  j 


11.   They    were    agreeably    dis- 
appointed. 

11. 
They  \  were  disappointed. 

~~  agreeablyj 


12.  He  lives  just  over  the  hill 
yonder. 


12. 
He  I  lives 


[over— hill 

J"** 
&  the 


f*J         yonder. 

the\    V 

/  12 


NOTE.— In  12,  "just"  is  an  adverb,  and  modifies  "over  hill,"  the  basis  of  the  phrase. 


13.  Henceforth  let  no  man  fear  that  God  will  forsake    14.  I  saw  him  before     18.  Perhaps  I  shall 
us.  he  left.  go. 


13. 
(you*) 


)]TeT\ 


14^ 
/ 1  saw] 


no)    (Cto)   fear} 


.18. 
I\  shall  go. 


Henceforth^ 

ia 


that 


I          him 
he\        left. 


God  I  will  forsake^ 


Perhaps^ 


before) 


30 


GRAMMAR  AND  ANALYSIS 


15.  I  will  not  be  unjust. 

15. 
I  \  will  be  —urtfinst. 

I  (jiot 

18 


16.  I  have  not  seen  him  since  17.  Doubtless,  ye  are  the 

people. 

17. 
ye  I  are— -people. 


I  returned  from  New  York. 
16. 


I\  have    seen 


1 1  returned 


him, 


Doubtless, 


the 


[since 
froml2-Neiv  York. 


NOTE. — "Doubtless"  is  a  modal  adverb,  and  modifies  the  copula  "ore." 


Harvey's  Grammar,  page  125.     (Old  edition,  page  114.) 


1.  Will  you  go  with  me  into      2.    In  my  Father's  house  are      4.  I  am  not  satisfied  as  to  that 
the  garden?  many  mansions.  affair. 


1. 
you  I  Will  f/o 


mansions.  \  are 


19 

\ivlth  —  me 
into  —  yarden  *> 
7he~ 


ni  (i  n  if 


4. 
1 1  am  satisfied 


not) [as   to  —  affair . 
that 


3.  We  went  over  the  river,  through      5.  All  came  but      6.  The  Rhone  flows  out  from  arnonj 
the  corn-fields,  into  the  woods  yonder.      Mary.  the  Alps. 

3.  5.  6. 


We  I   tvent 


All  I  came          Rhone     flows 


^  into  —  woods 

1     .9 
\1nii 

7                The) 
—  Mary. 

[out 
from  among 

Alps. 

t  he]   {yonder. 

through  —  corn-  fields, 

the) 

the] 

19 

over  —  rtver  , 

7.    He  went    from    St.   Louis, 
across  the  plains,  to  California. 

7.. 


He  I  ivent 


[to—  California. 
across  —  plains ; 


•from  —  St.  Louis, 


8.  Light  moves  in  straight  lines,  and  in  all 
directions  from  the  point  of  emission. 

8. 
Lif/Jit  I  moves 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


10.  Night,  sable  goddess !  from  her  ebon  throne, 
In  rayless  majesty, now  stretches  forth 
Her  leaden  scepter  o'er  a  slumbering  world. 

—  Young. 
10. 


9.  They  went  aboard  the  ship. 


9. 


They  \ivent 


19 


(aboard  —shipt 
thel 


NOTE.— In  2,  "are"  is  not  copulative.  In  4,  "as 
to"  is  a  complex  preposition,  and  is  equal  to  "con- 
cerning" In  5,  "All"  is  a  noun,  and  "but"  is  a 
preposition.  In  6,  "from  among"  is  a  complex  prep- 
osition. In  8,  "in  straight  lines  and  in  all  directions" 
is  a  complex  compound  adverbial  element  of  the 
second  class. 


Harvey's  Grammar,  page  ISO.     (Old  edition,  page  119.) 

2.  He'd  sooner  die  than  ask  you,  or  any  man,  for 
a  shilling. 


1.  I  am  a  poor  man,  and  argue  with  you, 
and  convince  you. 


1. 


I 

am  —  man, 

poorj  | 

ai 

(i) 

fid  20                a) 

argue           convince] 

20                         (you 

{tvith  —  you, 

2. 
He  \  would  die 

sooner 


would)  ask 


2O   man, 
•  or 


any 
for— shilling. 


3.  Talent  is  something,  but  tact 
is  every  thing. 


4.    Neither    military    nor    civil    pomp    was 
wanting. 


Talent  I  is  —something^ 


bilt2G 

tact     \    is  —  thing. 


4. 
Neither  I2 

pomp  \  iv  as  —  iv  anting. 


military  20   civil 


NOTE.— "  Neither "  and  "nor"  are  correlative  conjunctions;  "neither"  introduces  the  sen- 
tence, and  "nor"  connects  "military"  and  "civil."     Rule  20. 


GRAMMAR  AND  ANALYSIS 


5.  The  truth  is,  that  I  am  tired  of  ticking. 


5. 


that 


truthl  is, —  I  I 


The. 


ant  tired 


(of—  ticking , 


NOTE. — "  That  I  am  tired  of  ticking"  is  a  sub- 
stantive clause  used  as  the  attribute  of  the  prop- 
osition; "that"  is  a  subordinate  conjunction,  in- 
troducing the  predicate  clause. 


6.    I    remember  a  mass    of    things,   but 

nothing  distinctly. 
6. 


7.  I  alone  was  solitary  and  idle. 

7. 
j  I  was  —  solitary  20  idle . 

'    and 


8.  Both  the  ties  of  nature  and  the  dictates 
of  policy  demand  this. 

8.   Both 
ties 

the 


dictates      demand 


atone 


and 


the  j 
of — nature 


of — policy 


NOTE. — "Both"  and  "and"  are  correlative  conjunctions ;  "both"  introduces  the  sentence, 
and  "and"  connects  "ties"  and  "dictates." 

9.  There  was  no  reply,  for  a  slight        10.  No  man  more  highly  esteems  or  honors  the  British 
fear  was  upon  every  man.                                                  troops  than  I  do. 
9.        There  10^ 

veply,  I  was 


/oral 
(fear  \  was 


slight  j 

JLJ 


man   \  esteems        honors 

IS 


more  highly 


[upon  — man. 

every] 


than  21 


11.  The  soldier  marches  on  and  on, 
inflicting  and  suffering,  as  before. 

11. 
s'oldier  \  marches 


12 


and  onf 


inflicting   20      suffering, 
and- 


12.    There  may  be  wisdom  without  knowledge, 
and  there  may  be  knowledge  without  wisdom. 
12.         Chere 

wisdom  I  may  be 


"Rnojuftedge 


^  without  — knowledge , 
there 


may  be 


without  — wisdom , 


NOTE. — "As  before"  may  be  parsed  as  an  adverbial   phrase.    In   12,  the  two  "theres"  are 
expletive  adverbs;  they  are  attendant  elements. 


MADE  EASY  AND   ATTRACTIVE  BY  DIAGRAMS. 


13.  Not  a  having  and  resting,  but  a  growing  and  becoming,  is  the  true  character  of  per- 
fection as  culture  conceives  it, 

13. 

"having    and  resting,  20     growing  and  becoming,  \  is  —  character 


a 
\2 


15.  Essex  had  neither  the  virtues  nor  the  vices  which 
enable  men  to  retain  greatness  long. — Macaulay. 

15. 
Essex  |  had 

Neither   ™rtues  JZ.  vices 


14.  Men  must  be  taught  as  if 

you  taught  them  not. 
14. 
Men\  must  be  taught 


greatness 
long  . 

'vices."    To  my  mind,   "neither"   could   be    diagrammed  as  introducing  the 


NOTE.— "Neither" 
introduces  and 
"  nor"  connects 


"virtues"   and 

sentence. 

17.  Vice  is  a  monster  of  so  frightful  mien, 
As  to  be  hated  needs  but  to  be  seen ; 
But  seen  too  oft,  familiar  with  her  face, 
We  first  endure,  then  pity,  then  embrace. 

—Pope. 


16.  How  long  didst  thou  think  that  his  silence 
was  slumber? 


16. 


tliow  \  didst  think 


was — slunibe*9 


NOTE.— In  16,  "that"  is  an  in- 
troductory conjunction  introduc- 
ing the  object  clause.  In  17,  some 
authors  parse  "as"  as  a  relative 
pronoun  instead  of  a  conjunctive 
adverb.  In  13,  "  having  and  rest- 
ing," and  "  growing  and  becoming," 
are  verbal  nouns;  "but"  connects 
the  two  subjects.  Some  authors 
parse  "not  a"  as  an  adjective  in 
this  sentence;  in  my  judgment, 
"not"  is  an  adverb,  and  modifies 
the  verbal  noun  "having  and  rest- 
As  culture  conceives  it"  may  be  considered  a  modifier  of  the  adjective  "true." 
Dia.— 3. 


GRAMMAR  AND  ANALYSIS 


1.  Ha!  laughest  thou?      2.  Heigh !    sirs,  what  a  noise      3.    Huzza!    huzza!    long  live   Lord 

you  make  here.  Robin  ! 

-i  22  5          2. 

1  •  JSeighJ  sirs , 

thou?\   laughest 


22 
Ha/ 


22  22 

Huzzal   huzz 


you  I   make 


here. 


noise 


a) 
what 


Lord    Robin!  \live 


long] 


4.  Ha!  it  is  a  sight  to  freeze  one. 


22 
Haf 


4. 
it  I  is  —  sight 


5.  Let  them  be  desolate  for  a  reward  of  their  shame 

which  say  unto  me,  Aha !  aha ! 
5. 
(yoti)  I  Let 


6.  Oh,  that  the  salvation  of  Israel  were  come  out 

of  Zion! 
22        6. 

Oh, 

(I  I  wish) 


7.  Alas  !  all  earthly  good  still  blends 
itself  with  home ! 


8.  Tush !  tush !  man,  I  made  no  refer- 
ence to  you. 

22  22  5 

Tush f  tushf  man, 


9.  Hark !  what  nearer  war-drum  shakes 
the  gale? 


22 
Hark/ 


9. 


war- drum  \  shakes 


nearer J 
what 


NOTE. — In  3,  "Lord  Robin"  is  a  proper  noun  in  the  nominative  case  to  the  imperative 
"live."  In  5,  the  two  "ahas"  are  used  as  an  objective  element  modifying  "say;"  they  are 
used  like  a  direct  quotation  following  a  transitive  verb.  I  would  parse  "  aha,  aha"  as  a  noun 
in  the  objective  case,  governed  by  the  transitive  verb  "say."  Interjections  are  attendant  or 
independent  elements. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


85 


11.  What!  old  acquaintance!  could  not  all  this  flesh                             10.  Soft!  I 
Keep  in  a  little  life?    Poor  Jack,  farewell  ! 
I  could  have  better  spared  a  better  man.  —  Shakespeare. 

22                          5                                                                                                                                                    .22         '1 
Wliatf  acquaintance!                                                                                                       Soft!   ' 

did  but  dream  I 
did  dream/ 

old] 

flesh 

11. 

could    Keep] 

btitj 

this]  F 
all  J 

5                 22 
Jack,   farewell  f 

ToorJ                           j- 

not)      1                 [Tf/e? 

[in    littleJT 

18      "           oj 

could  have  spared] 

better 
18 


\nian. 

betterj] 
'2      a 


Harvey's  Grammar,  page  133.    (Old  edition,  page  121.) 


1.  A  mercenary  informer  knows  no  distinction. 

1. 
informer  \knoivs" 


2.  I  send  you  here  a  sort  of  allegory. 

2. 

I  I    send 


mercenary 


distinction . 


mo  j 


3.   Our  island  home  is  far 
beyond  the  sea. 

3. 
Jiome  I  is 


island} 

•2  Our 


beyond sea. 


far)      the) 


4.  Love  took  up  the  harp  of  life,  and  smote  on  all  the 
chords  with  might. 


4.. 


Love  |    took  up  \          * 

ftar/TT        Ton—  chords 


NOTE.— In  3,  "jfar"  is  an  adverb,  and  modifies  "beyond  sea,"  the  basis  of  the  phrase.     In 

4,  "up"  may  be  diagrammed  and  parsed  as  an  adverb. 

5.  Your  If  is  the  only  peace-maker:  6.  He  is  very  prodigal  of  his  ohs  and  ahs. 

much  virtue  in  If. 

5.  6.  I2 

If  |    is  —peace*-  maker:       He          is  —  prodigal 

only) 


of—oTis         ,  (of)-ahs. 
•and- 


GRAMMAR  AND  ANALYSIS 


8.  He  possessed  that  rare  union  of  reason,  simplicity,  and  vehemence,  which  formed  the 
prince  of  orators. 


He 


possessed 


union 


rare 
that 


of —  reason  ,  Cof)  —  simplicity ,  ("o/^-ve/i  emence, 
(ana)                                      and" 


which 


prince 
the)    [of — orators 


7.   He  looked  upward  at  the  rugged  heights  that 
towered  above  him  in  the  gloom. 


7. 


JLe 

looked 

at         towered 

I  upward! 
[at  —  heights 

rugged  }   1 
the)     [th 

(^  above  — 

^in  —  gloom. 

10.    The    jingling    of    the    guinea 
helps  the  hurt  that  honor  feels. 
— Tennyson. 

10. 

jingling  \     helps 


the 


9.  Mark  well  my  fall,  and  that  that  ruined  me. 

— Shakespeare. 
9,. 
Cyou)  I  Mark 


12.   There  is  no  joy 
but  calm. 

There 

12.  — 
joy 


but — calm. 


NOTE. — In  12,  "there"  is  an  expletive  adverb.     "But"  is  a  preposition;  it  may  be  consid- 
ered a  conjunction,  making  "calm"  the  subject  of  a  verb  understood. 


11.  His  qualities  were  so  happily  blended  that 
the  result  was  a  great  and  perfect  whole. 

11. 
qualities  I  were  blended 

His  J 


that 

result  I  teas 


.whole 


13,  I  must  be  cruel,  only  to  be  kind. 

13. 
1  |  must  be— cruel, 


to  be  — 


Otlljf 

• 

18 


^~]  NOTE.— In  13,  "kind"  is  a  predicate 

"great         perfect]  adjective    in    the    abridged    expression; 

—^—and — 'aj  "kind"  and  "cruel"  belong  to  "/." 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


37 


14.  Why  are  you  weighed  upon  with  heaviness? 

14. 
you  I   are    ^veighed  upon 


Why 


with  --heaviness? 


NOTE. — In  14,  "are  weighed  upon11  is  a 
compound  verb,  or  "upon "  may  be  parsed 


15.  Now  blessings  light  on  him  that  first  invented 
sleep :  it  covers  a  man  all  over,  thoughts  and  all,  like 
a  cloak. — Cervantes. 

Now 


I    thoiiffhts  all . 
and  —~— 


16.    Many  a  morning  on  the  moor- 
land did  we  hear  the  copses  ring. 
—  Tennyson. 


^ve  I  did    hear 


copses 
the \    \(~to)  ring. 

on  —  moorlands 


the 
()  — ntornin  g 


17.  He  stretched  out  his  right  hand  at  these 
words,  and  laid  it  gently  on  the  boy's  head. 

— Dickens. 

17. 
He 


18.  He  acted  ever  as  if  his  country's  wel- 
fare, and  that  alone,  was  the  moving  spirit. 

18. 
He  I  acted 


-and 


l 
that    was  — spirit 


21.  As  his  authority  was  undisputed, 
so  it  required  no  jealous  precautions,  no 
rigorous  severity. 

21. 


20 

2( 
J 

.  I  will  work  in  my  own  sphere,  nor  wish  it    it    required} 

). 

soj         \jprecautioms}         severity* 

jealous]     1        £0           1     I 
no\       ™9Q™™) 
n°J 
L  authority  I  taccs  —  undisputed., 

will  work         (will)    wish}                        A 

in  —  sphere  ,                                 ^  it 

own  J    I                                            \other 

my] 
—  U                                                   than  i 

1    it    \  is. 

his)           \ 

38 


GRAMMAR  AND  ANALYSIS 


19.  The  great  contention  of  criticism  is  to  find  the  faults  of  the  moderns  and  the  beauty 
of    the   ancients.     Whilst  an  author  is  yet   living,  we  estimate  his  powers  by  his  worst  per- 
formance ;  and  when  he  is  dead,  we  estimate  them  by  his  best. — Johnson. 
19. 


contention  \    is  —  to  find 


great 


beauties 


of —  criticism 


ive 

estimate    ^ 

a 

we 

author     is  living,      | 

[^      poicers 

his) 
^  by  —  performance} 

an)             I       [WhilstJ 
[yet 
id 

worst  J 
his] 

estimate 

_L 

Tie 

if  —  Head  , 

I      them 
^  by—  ^performance) 

\when 

best.)    1 
his  \ 

22.  Like  all  men  of  genius,  he  delighted 
to  take  refuge  in  poetry. 

22, 

lie     delighted 


Like 


to  take 


[(To) — men 
all 


refuge 
in  —poetry . 


of — genius , 


NOTE.— In  15,  "all  over"  is  an  adverbial  phrase,  and  equals  "entirely."  In  18,  in  parsing 
"was,"  see  Harvey's  Grammar,  page  209,  remark  1st  under  rule  14.  In  21,  "as,"  in  my  judg- 
ment, is  a  subordinate  conjunction,  and  equals  "since"  or  "because."  In  15  and  22,  "like1' 
is  an  adverb;  many  excellent  teachers,  and  some  standard  authors,  parse  it  as  a  preposition 
in  such  cases. 

23.  To  know  how  to  say  what  other  people  only  think  is  what  makes  men  poets  and 
sages;  and  to  dare  to  say  what  others  only  dare  to  think,  makes  men  martyrs  or  reformers, 
or  both. 


that 


men —  martyrs.  „„  reformers,  nv  both, 


NOTE.— "Poets,"     "sages,"     "martyrs,"     "reformers," 
and  "both"  are  attributive  objects. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


39 


24.  That  done,  she  turned  to  the  old  man  with 

a  lovely  smile  upon  her  face — such,  they  said,  as 

they  had  never  seen,  and  never  could  forget — and 

clung  with  both  her  arms  about  his  neck. — Dickens. 

24. 

she     turned 


25.  To  live  in  hearts  we  leave  behind, 
Is  not  to  die. 

— Campbell. 


26.  But  war's  a  game  which,  were  their  subjects 

wise, 
Kings  would  not  play  at. — Cowper. 

26. 
But 

ivar    |  is f/ame 


Kinf/s 


would  piny 


\^at.  —  which^ 


NOTE.— In  24,  all  between  the  dashes,  to  my  mind, 
is  a  complex  attendant  element;  "that  done"  is  an 
abridged  proposition,  and  modifies  "turned"  and 
"clung;"  "that"  is  in  the  absolute  case  with  the 
participle  "done."  "As"  is  a  relative  pronoun.  In 
26,  "but"  is  a  co-ordinate  introductory  conjunction. 


!I 


•55  ^ 


II 


•§ 


GRAMMAR  AND  ANALYSIS 


27.  Whoever  thinks  a  faultless  piece  to  see, 

Thinks  what  ne'er  was,  nor  is,  nor  e'er  shall  be.— Pope. 

27. 


He 


which  \teaS)            tS)             shall  be, 
F— T-  nor. '-  nor — | — 


30.  Forth  from  his  dark  and  lonely  hiding-place 
(Portentous  sight!)  the  owlet  Atheism, 
Sailing  on  obscure  wings  athwart  the  noon, 
Drops  his  blue-fringed  lids  and  holds  them  close, 
And  hooting  at  the  glorious  sun  in  heaven, 
Cries  out,  "Where  is  it?"— Coleridge. 


("Portentous 


the 
[from — hiding-place 

dark       ,  loneJ,y\  ., 
ana —       -L)  TtAs) 

C  he  > 


Cries       out , 


~hooting 


\at  —  sun 


in  —  heaven*j 

NOTE.— In  28,  "  Niobe"  is  in  the  absolute  case  by  pleonasm;  "whose11  is  a  relative  pro- 
noun in  the  possessive  case;  "long  ago11  may  be  considered  an  inseparable  adverbial  phrase. 
In  30,  "sight"  is  in  the  absolute  case  by  exclamation;  "out"  may  be  parsed  as  an  adverb; 
"where  is  it?"  is  the  object  of  "cries  out;"  if  "close"  equals  "closed,"  it  should  be  parsed  as 
an  adjective  belonging  to  "them." 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


31.  A  thing  of  beauty  is  a  joy  forever;    29.  Can  storied  urn  or  animated  bust 

T  j      i  i  •        •  _  _  •  j in  __  .  ~r>—  —i-  j.«  ;  j-~  _        _,-.:  ~«    ««n    ±K  ~  i-\ ,. .. 


Its  loveliness  increases ;  it  will  never 
Pass  into  nothingness. — Keats. 


Back  to  its  mansion  call  the  fleeting  breath  ? 
Can  Honor's  voice  provoke  the  sleeping  dust, 
Or  Flattery  soothe  the  dull,  cold  ear  of  death  I—Gray. 

29. 


81, 


thing 


of-beauty 


is 


joy 


forever; 


is 


Cand) 


loveliness 


Its 


increases; 


Cand) 

it         will    3>ass 


I  neverj          [fnto  — nothingness. 

32.  Dry  clank' d  his  harness  in  the  icy  caves 

And  barren  chasms,  and  all  to  left  and  right 
The  bare  black  cliff  clang' d  round  him,  as  he  based 
His  feet  on  jets  of  slippery  crags  that  rang 
Sharp-smitten  with  the  dint  of  armed  heels. —  Tennyson. 

32. 
harness        clank/1  a 


dull,        .  eo'ld 

(and  \of-death? 


Cliff 


Dry) 

in  —  caves  fin}  —  chasms, 

and 


and 


icy) 


clang '  d 


all 


[  round  —  him-) 


he  I   based 


His) 
on  — jets 


to  —  left        (to)-right 


NOTE.— Some  authors  consider  "all" 
the  subject  of  the  second  clause  of  the 
compound  sentence.    Others  prefer  to  parse  "  all " 
as  an  adverb  modifying  "  to  left  and  right." 


[  o/_  crags 
slipper "yj 
that  I  rang 


Sharp  -  smitten 

—  dint 


the)   [of— heels, 
armed  I 


GRAMMAR  AND  ANALYSIS 


s  § 


o  ^ 

rS        03        M 
- 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


34.  There  are  things  of  which  I  may  not  speak: 

There  are  dreams  that  can  not  die : 
There  are  thoughts  that  make  the  strong  heart  weak, 
And  bring  a  pallor  upon  the  cheek, 
And  a  mist  before  the  eye. 

And  the  words  of  that  fatal  song 
Come  over  me  like  a  chill: 
"A  boy's  will  is  the  wind's  will, 
And  the  thoughts  of  youth  are  long,  long  thoughts."— Longfellow. 


4. 


There 


f noughts 


are 


^that 

make 

bring 

'      LndCbrin(° 

heart 

pallor 

mist 

stront/j  1  [  rveak  , 

the] 

ZT 

^  upon  —  cheek  , 

:-r 

before  —  eye. 

And 


the] 


words 


Come 


of  —  song 


over  —  me 


Cto)—  chili: 


a  j 


tvill 


—  tvill, 


And 


thoitf/hts 


wind's 

the 
- 

are  -  tliouf/hts 


" 


' — youth 


NOTE.— In  34,  "there"  at  the  beginning  of  each  of  the  first  three  lines  is  an  expletive 
adverb.  The  "and"  after  the  period  is  an  introductory  conjunction.  "A  boy's  will  is  the 
wind's  will,  and  the  thoughts  of  youth  are  long,  long  thoughts"  is  a  compound  sentence;  it  is  an 
adjective  element  of  the  third  class,  and  is  in  apposition  with  "words." 


GRAMMAR  AND  ANALYSIS 


E  IES   a 

o       Q 

i  I  ill 

ijlifiiij 

£  w  jg  "§  ..«  *  ^  S3 
l|l|| 

b1^-ls^«2^ 

n^Hjii 

s  s  s.s  «  ^-s  c  ^ 
a|  8S 

o^^l 

-I  5 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


Harvey's  Grammar,  pages  141,  142,  and  145.    (Revised  edition.) 


2.  Mrs.  Elkins,  the  milliner,  found 
Sarah's  book. 

2. 
Mrs.'Elk'ins     found} 


^milliner 

the] 


12.   Mr.  Mason  is  a  truly  good 
man. 

12. 
Mr.  "Mason  \  is  —  man. 


2.  How  many  quarts  are  there  in  a 
gallon  ? 
2 1        there 


quarts  I   are 


many 


[in  — gallon? 

~ 


8.  O,  how  careless  you  are ! 


you  I  are!— careless 


how 


6.    And  the  fellow  calls  himself  a 

painter  I 
6. 


7.  He  deserved  punishment  rather 
than  pity. 

7. 


A 

fellow 

[  calls} 

He    deserved  } 

[rather      [  punishment 

the] 

[  himself  —painter! 

than 

[("he    deserved^ 

Js) 

[pity. 

9.  What  was  the  Rubicon?                   11.  Alas  for  the  man  who  has  not  learned  to  work! 
9,                                           Alas 

HubiconA  was  —  What                     •• 

) 

the] 

[for 

—  man 

the]    \ 

—  —  ^    [who    has  learned 

not\           to  ivork! 

13.  I  had  a  dream  which  was  not  all  a 

dream. — Byron. 

13. 


14.    A  plague  of   all  cowards, 
still  say  I. — Shakespeare. 

14. 

J.l  say 


ivhich 


was  —  dream. 


plague 

of — cowards , 


[not       aj 
all 


GRAMMAR  AND   ANALYSTS 


15.  Attend  to  the  duties  I  have 
assigned  you. 

15. 
(you)  I  Attend 


16.  Many  fell  by  thy  arm :  they  were  consumed 

in  the  flame  of  thy  wrath. 
16. 
'Many  \  fell 


they 


F  by — -arm*. 

thy] 
were    consumed 


\jn  —  flame 
the 


thy] 


17.  When  shall  it  be  morn  in  the  grave,  to  bid  the 
slumberer  awake? 


it  I  shall  "be  —  morn 


tlve]     (Cto)  awake? 


18.  The  Commons,  faithful  to  their 
system,  remained  in  a  wise  and  masterly 
inactivity.— Mackintosh. 

T8. 
Coinmons,    rmnained 

\4n —  inactivity* 
faitjififl     wise          masterly] 
to  —  system.  — / 

thcir\ 


NOTE. — Many  of  the  sentences  on  these  pages  are  so  simple  that  I  have  not  diagrammed 
them.  In  6,  "and"  is  an  introductory  conjunction,  and  "painter"  is  an  attributive  object. 
In  9,  "what"  is  an  interrogative  pronoun.  In  11,  "(das"  is  an  interjection. 


Harvey's  Grammar,  page  147.    (Old  edition,  page  134.) 


1.  Thy  feet  are  fetterless.          2.  Level  spread  the  lake  before  him.     3.    He   waved  his  broad 

felt  hat  for  silence. 

1.  2.  3. 

feet  I  are -fetterless.         lake  \  spread  —  Level  Jle  \  waved 

Thy  \ 


the 


before  —  him. 


4.   A  soldier  of    the  Legion  lay    5.  It  sank  from  sight  before    7.   None  will  natter  the  poor, 
dying  in  Algiers.  it  set. —  Whittier. 


.4. 


5. 


7. 


soldier 

lay—  dying 

It      sank                     None 

will  flatter} 

_A\ 
J   \of-l 

[in—Alffi»r»  . 

[  from—  sight 

(  poor, 
thej 

>f/«Vm 

it  \  set. 
''    [before 

the) 

MADE  EASY  AND   ATTRACTIVE  BY  DIAGRAMS. 


6.  Ye  softening  dews,  ye  tender  showers,  descend ! 

dews ,  shower* , 

soften  in  ffj  tenderj 

Ye          ye    \  descend! 


8.  Ye  are  the  things  that  tower. 

8. 
Ye  \are  —  things 


that 


9.  The  house  was  wrapped  in  flames. 

9. 
house  I  was  ivrapped 


.The 


—  flames , 


10.  Hope  and  fear  are  the  bane  of  human  life. 

10. 
Hope          fear   I  are  —  bane 


11.  The  village  all  declared  how  much  he 
knew. — Goldsmith. 


12.  He  that  refuseth  instruc- 
tion despiseth  his  own  soul. 

12. 


He  \  despiseth] 


[soul. 
oivn\  I 
his] 


that 


refuseth 


,  in  struct  lot), 


13.  Is  it  for  thee  the  lark  ascends  and  sings? 


(that) 


lark 


the 


ascends 


and 


13. 
sings?          Is 


14.  How  dreadful  is  this  place,  for  God 

is  here ! 
14. 
place,   I  is  —  dreadful 


for — thee 


this 


Hoiv 


for 


God      is 


here! 


15.  He  dares  not  touch  a  hair  of  Catiline.         16.  What  can  compensate  for  the  loss  of  char- 
acter ? 


15.. 
He  I  dares 


16. 
What  lean  compensate 


not    [(to)  touch 


of—  Catiline . 


[for — loss 

the]   I 

'  I  of — character? 


GRAMMAR  AND  ANALYSIS 


17.  Lead  us  not  into  temptation,  but  deliver     20.    0  God,  we  are  but  leaves  on  thy  stream, 
us  from  evil.  clouds  in  thy  sky. 


0_  God,     20. 

we  \  are  —  leaves 


[but 


(ana) 


clouds 


on — stream, 


in —  sky< 


thy) 


18.  Time  slept  on  flowers,  and  lent  his       21.  Talk  to  the  point,   and   stop   when   you  have 
glass  to  Hope.  reached  it. 


18.  

.Time  \  slept         lent 


21. 
(you)  \  Talk          stop 

1 —  and,  — 


you  I  have  readied 


when 


it. 


19.  All  were  sealed  with  the  seal  which  is  never      23.  I  know  thou  art  gone  where  the  weary  are  blest, 
to  be  broken  till  the  great  day.  And  the  mourner  looks  up  and  is  glad. 

19. 
All  \ivere  sealed 


[tvith — seal 


which  I  is  —  to  be  broleen 


never 


till— day. 
great) I 


24.  What  matter  how  the  night  behaved? 

What  matter  how  the  north  wind  raved? — Whittier. 


night  [  behaved.? 
the]          I    howl 


54. 


(did)     matter 


wind 


north\ 
the 


raved  ? 


iM 

H —  ,     7h7] 

\What       ' 


night 


wind 


24. 

behaved?  \  (was) — matter 


how 


What 


north 


(did)     matter 


tn)\ 

the) 


raved?     \  (ivas)— matter 


ho^v 


What 


What 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


22.  It  was  now  the  Sabbath-day,  and  a  small  congregation,  of  about  a  hundred  souls, 
had  met  for  divine  service  in  a  place  more  magnificent  than  any  temple  that  human  hands 
had  ever  built  to  Deity.—  Wilson. 

22, 
It  I  was — Sabbath-day, 


and 


Congregation      had   met 


service. 


than 

I   temple    (is — magnificent) 


Bird 


of— wing 


25.  Bird  of  the  broad  and  sweeping  wing, 

Thy  home  is  high  in  heaven, 
Where  the  wide  storms  their  banners  fling, 
And  the  tempest  clouds  are  driven. — Percival. 

NOTE. — In  4,  "lay"  is  a  copulative 
verb,  and  "dying"  is  a  present  active 
participle,  and  as  a  predicate  adjective 
belongs  to  "soldier."  In  13,  "(that)  the 

25,  lark  ascends  and  sings"  is  the  subject ;  or, 

make  "it"  the  subject,  and  put  "(that) 
the  lark  ascends  and  sings"  in  apposition 
with  it.  In  14,  some  authors  consider 
"here"  a  predicate  adjective.  Sentence 
17  may  be  considered  compound,  if  pre- 
ferred. In  19,  "  to  be  broken"  is  a  second 
class  attribute,  and  is  a  predicate  adjec- 
tive. In  20,  "but"  is  a  modal  adverb, 
and  equals  "merely."  In  22,  the  expres- 
sion "  a  hundred"  is  a  numeral  adjective ; 
"about"  is  an  adverb,  and  modifies  "a 
hundred."  In  23,  "is  glad"  may  be  used 
as  the  predicate  of  another  subordinate 
sentence  if  preferred.  I  have  given  two  diagrams  for  24;  in  one,  "matter"  is  a  noun  in  the 
predicate;  in  the  other,  "(did)  matter"  is  a  verb.  Some  consider  24  a  compound  sentence, 
and  some  think  the  two  sentences  are  independent  of  each  other.  In  my  judgment,  it  is  a 
compound  sentence,  but  it  is  a  loose  sentence,  and  a  connective  need  not  be  supplied  in  such 

sentences. 

Dia.— 4. 


50 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  157.    (Old  edition,  page  143.) 


S.  Man's  necessity  is  God's  opportunity. 

6. 
necessity  \  is  —  opportunity. 


Man's 


7.    Mr.   Hodge,   the    farmer,    hired    Mr. 
Olds,  the  mason. 

7. 

Mr. Hodge,  \  hired 


God's 


farmer , 
the] 


Mr.  Olds, 


mason 
the 


NOTE.— On  page  155,  "director,"  "monitor,"  "day,"  and  "leader"  are  attributive  objects. 
On  page  159,  "amidships"  is  an  adverb  and  modifies  "struck;"  "just"  is  an  adverb  and  mod- 
ifies "  amidships . ' ' 


Harvey's  Grammar,  page  163.     (Old  edition,  page  150.) 


6.  A  disposition  so  amiable  will  secure 
universal  regard. 

6. 

disposition  \  ivill  secure] 


amiable 


[  regard, 
universal 


7.  His  brother's  offense  will  not  condemn 
him. 

7. 


offense  \  will  condemn 


"brother's  \ 
Mis  I 


\~hin*. 


1.  Black  crags  behind  thee  pierce 
the  clear  blue  sky. 

crags  |  pierce 


behind -thee    clear 

thel 


2.  Vicissitudes  of  good  and  evil  fill  up 
the  life  of  man. 


of— good  (of)- evil       [of — man  * 


3.  He  had  a  remarkably  good  view  4.  He  shakes  the  woods  on      5.  The  fate  of  gods  may  well 
of  their  features.  the  mountain  side.  be  thine. 

3. .  4.  5. 

He  I  had 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


7.  His  architecture  has  become  a  mere  framework  for  the  setting  of  delicate  sculpture. 

— Ruskin. 

7. 

architecture  \  has  become  —  framework 


mere 

" 

a 


for —  setting 

the]   I 

'    \of — sculpttire. 


Harvey's  Grammar,  page  164.    (Old  edition,  page  150.) 


3.  The  panther's  track  is  fresh  in  the  snow. 

3. 
track  I  is — fresh 


panther's] 

The) 


in  —  snow . 


the] 


4.  His  home  lay  low  in  the  valley. 

4. 
home  I  lay low 


in —  valley . 


the) 


5.  We  one  day  descried  some  shapless  object 
floating  at  a  distance. 

5. 


We 

descried^ 

[  object 

shapeless] 
some  j 
f)      dav 

floating 

\at  distance* 

6.  The  horses  ran  two  miles  without 
stopping. 

6. 
horses  I  ran 


without —  stopping.. 


two 


8.  See  what  a  grace  is  seated  on  his  brow. 

—Shakespeare. 

8. 
Cyou)  |  See] 


grace 


is  seated 


on —  broto>. 


his) 


11.  Heaven  first  taught  letters 
for   some    wretch's    aid.— Pope. 

IK 

"Heaven  \  taught 


first)      |  letters 
for —  aid. 


ifretch'4 


NOTE.— In  4,  "%"  is  a  copulative  verb;  "low"  is  a  predicate  adjective.  In  5,  "day"  is 
in  the  objective  case  without  a  governing  word.  In  sentence  9,  page  164,  "life"  is  the  sub- 
ject; "there"  is  an  expletive  adverb. 


GRAMMAR  AND  ANALYSIS 


1.    To  doubt  the  promise  of   a 
friend  is  a  sin. 


To 


is- 


-sin. 


promise 


the) 


of— friend 


2.  He  has  gone  to  his  office 
to  write  a  letter. 

-2- 
Jle  1  Has    gone 


3.  How  pleasant  it  is  to  see 
the  sun. 


is  — pleasant 


How 


4.  Not  to  know  me  argues  yourself  unknown. 

—Milton. 
4.  


to  know 


JSot 


argues 


yourself 


unknown* 


5.  'Tis  not  in  mortals  to  command  success.        6.  Music  hath  charms  to  soothe  the  savage  breast. 

— Addison  — Congreve. 

JL  6. 


7.  I  was  not  hardened  enough  to  venture  a  8.   A  thousand  years  scarce  serve  to  found  a 
quarrel  with  him.— Cowley.  state.— Byron. 

7.  8. 

I  I    was  hardened  years  \    serve 


A.  tlimisand] 


'to  found 


NOTE.— "  To  doubt,'"  "to  see,"  "to  know,"  and  "to  command"  are  infinitives  having  the 
construction  of  nouns.  "To  write,"  "to  venture,"  and  "to  found"  have  the  construction  of 
adverbs.  "A  thousand"  is  a  numeral  adjective. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


53 


Harvey's  Grammar,  page  166.    (Old  edition,  page  155.) 

1.  Soon  rested  those  who  4.  It  was  now  a  matter  of  curiosity  who  the  old  gentleman  was. 

fought. 


fhose  I    rested 


w"ho 


Sffon 


fought. 


Jt 

gentleman 


old  J 
.'the 


1-was. — who   I    was — 
|          L  noiv 


of — '.curiosity 


2.  All  said  that  love  had  suffered  wrong.  3.    He  builds   a   palace   of   ice  where  the 

torrents  fall. 
9  3 

said  \  _Jfe]    Guilds 


5.  The  fires  of  the  bivouac  complete          6.  Towards  night,  the  schoolmaster  walked  over  to 
what  the  fires  kindled    by    the  battle  the  cottage  where  his  little  friend  lay  sick. 


have  not  consumed. 

5 


fires  I    complete 


The 


that 


of —  bivouac 


the) 


fires  I    have  constimed. 


the] 


not. 


which 


Hindled 


by  —  battle 


the] 


s  choolm  aster 


walked 


the 


[   over 
Towards*— night. 


to — cottage 


the 


*  friend 


little] 
his 


lay — sick. 


where 


7.  Until  you  become  lost  to  all  feeling  of  your  true  interest  and  your  natural  dignity, 
freedom  they  can  have  from  none  but  you. — Burke. 

7, 


they   I   can  Tvave 


you      become — lost 


Until 


freedom 


from* — none 


to — feeling 


but — you. 


all 


of — interest  (of) — dignity. 


GRAMMAR  AND  ANALYSIS 


8.  The  sound  of  the  wind  among  the  leaves  9.  These  are  follies  on  which  it  would 

was  no  longer  the  sound  of  the  wind,  but  of  the  be  greater  folly  to  remark. — Landor. 

sea. — Longfellow. 


was — sound 


9. 


These   I    are — follies 


it 


the. 
among leaves 


to  remark.  \  would  be — folly 


at 


-sound 


the 


of — sea. 


thel 


In  4,  the  clause  "who  the  old  gentleman  was,''  is  the  subject.  In  6,  "lay"  is  a  copulative 
verb;  "sick"  is  a  predicate  adjective  and  belongs  to  "friend;"  "where"  is  a  relative  adverb, 
connecting  the  adjective  clause  to  "cottage,"  and  modifying  "sick."  In  7,  "become"  is  also  a 
copulative  verb;  "lost"  is  a  predicate  adjective  and  belongs  to  "you." 

10.  I  am  now  at  liberty  to  confess  that  much  which  I  have  heard  objected  to  my  late 
friend's  writings,  was  well  founded. 


10. 
I   am 1  at— liberty 

OTOtoJ  


to    confess 


that 

'muc/i    \    VMS  Jounfisjcl. 


to writing's , 

friend's  ] 
late_ 
my 


NOTE.— In  10,  "at  liberty"  is  an  adjective  element  of  the  second  class;  it  equals  "free." 
"Now,"  and  "to  (xmfess,"  etc.,  are  adverbial  elements  modifying  the  adjective  phrase  "<rf 
liberty." 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


55 


a 

P|H 


•«  ^3 
1    § 

iff 

g     O 

la 


*"  •** 


m  S 
"*  O 
r  53 


^  ft 

's  .& 

o 

I! 


i  s 

if 


56 


GRAMMAR  AND  ANALYSIS 


c3*  *^ 

ll 

J3     J3 


)  —  chase 

•1 

1 

/ 

5 

V 

"3 

Vw. 

£ 

\ 

5 

*fc» 

& 

£ 

? 

^ 

<^v 

5 

\- 

^•M 

« 

M^M 

1 

^ 

MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


57 


Harvey's  Grammar,  page  172.    (Old  edition,  page  156.) 
1.  God's  balance,  watched  by  angels,  is  2.   My  eyes  pursued  him  far  away  among  the 


hung  across  the  sky. 

1. 
balance,  \    is  hung 


God's 


across — sky. 


watched 


by — angels, 


honest  shoulders  of  the  crowd. 

2. 


eyes 

pursued 

W] 

\  away 

Wj 
among  — 

Tiim 

shoulders 

feonesfj 

«MJ 

of  —  crowd* 

the 


4.  Vice  itself  lost  half  its  evil  by  losing  all 
its  grossness. 


lost 


itself 


evil 


its  j 
half. 


by — losing 


grossness. 


it*} 
all 


6.    If  ye  love  me,  keep  my  command- 
ments. 
& 


(you)       keep 


commandments* 


If 


my 


love 


3.  Nothing  is  law  that  is  not 

reason. 

g 

Nothing  \   is laiv 


that 


is — reason. 


r,ot 


5.  There  is  a  limit  at  which  forbearance  ceases  to  be  a 
virtue. 

-There 

limit  I    is 


forbearance       ceases  to  "be — virtue. 


at — tvhich 


7.  Were    I    not    Alexander,   I    would    be 
Diogenes. 

I  I  ^vould  be — Diogenes. 


8.  Unless  he  reforms  soon, 
he  is  a  ruined  man. 

8. 
he  I   is — man. 


(if) 


I      Were — A.  levcand&r, 


ruined 
Unless 

reforms 


58 


GRAMMAR  AND  ANALYSIS 


9.  Except  ye  repent,  ye  shall  all 
likewise  perish. 


i/e    \  shall  perish. 

I  I  ike  wine 


all 


Except 

ye  I  repent, 


10.    Withdraw    thy    foot    from    thy    neighbor's 
house,  lest  he  weary  of  thee,  and  so  hate  thee. 


10. 


(you)    I    Wjthdraiv 


foot 


thy] 
from — house, 


lest 


thy] 

he    I  weary  fftltf    hate 
so 


of — tliee, 


11.  I  am  quite  sure  Mr.  Hutchins  rode  through  the  village  this  morning. 


sure 


quite 


(of — this) 


(that} 

Jifr>  JTu  tchins  I   rode 


12.  He  never  has  a  lesson  because  he  is 
too  lazy  to  study. 

12. 
He   I    has 


14.  Even  by  means  of   our  sorrows,  we 
belong  to  the  eternal  plan. 

14. 
we  I         belong 


Even 


to  —  plan. 


by — means 


of — sorrows, 

our] 


throng  ft Tillage 


(  )  —  morning* 


this) 

12.  Do  not  forget  to  write  when  you 

reach  home. 
13. 


(you)   |    Do  fornet 


not\ 


to  n< rite 


you      reach 


ic hen 


(  ) — home. 


17.   The   man   that   blushes  is 
not  quite  a  brute.  —  Young. 


man 


The 


Fis — brute. 
[not      ^oj 
guite 


that      blnsJies 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


59 


15.  The  gentleman  who  was  dressed  in  brown-once-black,  had  a  sort  of  medico-theological 
exterior,  which  we  afterward  found  to  be  representative  of  the  inward  man. 


to  be- — ^representative 


of — man. 


inward  J 

the) 


NOTE. —  In  4, 
"  losing"  is  a  parti- 
ciple with  the  con- 
struction of  a  noun ; 
as  a  noun,  it  is  the 
object  of  the  prepo- 
sition "  by ;"  as  a 
verb,  it  governs  its 
object  "  grossness." 
In  5,  "  There11  is  an 
expletive  adverb ; 
"virtue"  is  nomi- 
native case  in  the 
predicate  after  the 
complex  copula 
"ceases  to  be;"  "at 
which"  modifies 
"  ceases  to  be."  In  8, 
the  clause  "unless 
he  reforms  soon"  can 

modify  the  adjective  "ruined."    In  11,  to 
my  mind,  "  that  Mr.  Hutchins  rode  through 


18.  My  soul  is  an  enchanted  boat, 

Which,  like  a  sleeping  swan,  doth  float 

Upon  the  silver  waves  of  thy  sweet  singing. — Shelley, 

18. 
soul  I        is — boat, 


Jfyj 

enchanted  \ 

WKich 

'do?Ji<     float 

an  } 

[  like 
[    (to)  swan^_ 

sleeping] 
Upon  waves         -JLJ 

silver  } 

the  , 

of  singing. 

thy 


16.  Every  art  was  practised  to  make  them  pleased 
with  their  own  condition. — Johnson. 


art    \    was  practiced 


to^make 


the  village  this  morning"  is  a  substantive 
clause,  and  is  an  adjective  element  of  ap- 
position modifying  some  word  understood, 
as  indicated  by  the  diagram.  In  13, 
"home"  is  a  noun,  and  is  in  the  objective 
case  without  a  governing  word.  In  14, 
"even"  is  an  adverb,  and  is  used  in  the 
sense  of  "as  is  not  to  be  expected;  "  it  modi- 
fies "belong."  In  15,  "  brown-once-black"  is 
a  noun;  it  is  the  object  of  the  preposition 
"in;"  "representative"  is  a  predicate  ad- 
jective in  the  abridged  expression  "to  be 
representative  of  the  inward  man."  "  To  be" 
is  a  verb  ;  neuter ;  copulative  ;  irregular ; 
infinitive  mode;  present  absolute  tense; 
has  no  voice ;  and  is  here  used  to  intro- 
duce the  adjective  phrase  "to  be  repre- 
sentative," etc.  In  17,  "quite"  is  an  adverb;  equals  "completely"  or  "entirely." 


thenv> 


pleased 

tinth — condition* 


their 


GRAMMAR  AND  ANALYSIS 


fi 


„ 

II 


In   3   2 

s  sl 
5ffl 


III 

p   •**   I—I 
_,,    o>    o> 


^£     fl 


II 


1! 

£     60 

o   c 


li 


1.1, 


H    J; 

fc'S  .§ 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


61 


Harvey's  Grammar,  page  174.     (Old  edition,  page  158.) 

5.  They  wash,  iron,  cook,  eat,  and  sleep  in  the  same  room. 

5. 
They  \    ivash,,      .iron,.       t  cook, ,          eat,  sleep 

I  'fand)         ^      (and)         \         (and)     ;         and 


in room . 


same. 


7.  The  book  which  I  loaned  you, 
and   which   you   lost,  was  a  present        j~ 
from  my  father.  — — ~- 


6.  I  want  to  be  quiet,  and  to  be  let  alone. 


want 


to  be — quiet,  to  be  let — 'alone. 
and,  • 


7. 
book  I  was — present 


loaned 


and 


rvhicJi 


(to) — 


you  I      lost, 


which 


NOTE.— In  sentence  1,"  and  " 
connects  the  compound  sub- 
ject "exercise"  and  "temper- 

from—famer.  «^"  In  *>  "  «"*"  «m- 
nects  the  predicate  adjectives 
"bright"  and  "lovely."  In  3, 
"Neither"  introduces  the  sen- 
tence, and  "nor"  connects 
"old"  and  "infirm."  In  4, 
(lbut"  connects  the  predicate 
adjectives  "angry"  and  "ex- 
cited." In  6,  "quiet"  and  "alone"  are  adjectives,  and  belong  to  "I." 

10.  There   was  another   tap  at   the    door — a  smart,  potential  tap,  which  seemed  to  say, 
"Here  I  am,  and  in  I'm  coming." 


There 


Here] 
and 
X  |        am   coming? 

in\ 


GRAMMAR  AND  ANALYSIS 


8.  To  live  in  a  fine  house  and  drive  fast  horses  is  the  height  of  his  ambition. 

8. 


To  live       ^(to)  drive 

is  —  height 

in  —  house 

hf 

Jthe] 
rses 

of  ambition. 

ft™]  \                          f«**\                                       Ms  J 

9.  All  the  girls  were  in  tears  and  white  muslins,  except  a  select  two  or  three,  who  were 
being  honored  with  a  private  view  of  the  bride  and  bridesmaids,  upstairs. 


ffirls  I   were 


Jhej 

ALL 


—tears 


(in)  —  wnslins. 

••^•i^^—  I         ' 

white 


except (ffirls) 


two 


who 


tcere — 'beinq  honored 


tip — stairs* 


with — view 


of— bride 


(of)—  bridesmaids, 


the 


11.  Not  a  truth  has  to  art  or  to  science  been  given, 

But  brows  have  ached  for  it,  and  souls  toiled  and  striven. — Lytton. 

11. 
trutJt    11    .hatt     been     given, 


"But 


'brows 


liave  ached 


and 


for — M, 


ton  Is 


(have)  toiled    jj];J  (have')  striven.^ 


NOTE. — In  9,  "and"  connects  the  predicate  phrases,  "in  tears11  and  "(in)  white  muslins.1' 
I  consider  "were"  a  copulative  verb,  and  "being  honored11  a  compound  participle  having  the 
construction  of  a  predicate  adjective.  "  Up  stairs11  may  be  considered  a  modifier  of  "view.11 
In  11,  in  my  judgment,  "a"  is  an  adjective,  equals  "one,11  and  "not11  is  an  adverb  modifying 
the  adjective  "a."  Some  grammarians  parse  "  not  a11  as  an  adjective  belonging  to  "truth.11 
In  this  sentence,  "but11  is  a  subordinate  conjunction,  equals  "unless11  or  "except.11 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


Harvey's  Grammar,  page  177.     (Old  edition,  page  160.) 
2.  He  were  no  lion,  were  not  Romans  hinds.  3.  I  would  that  ye  all  spake  with  tongues. 


ffe  I    were — lion, 

no  I 


^Romans 


3.  

J  I    would 


that 


ye     I    spake 


[all 


with — tongues* 


4.  Thou  shalt  love  thy  neighbor  as  thyself. 
4. 


{Thou   I   shalt-  love 


neighbor 


thy 


(thou  I    lovest) 


thyself. 


5.  Launch  thy  bark,  Mariner! 
fariner!     K 


(thou)  I    Launch 


barfc, 


thy 


6.  He  made  them  give  up  their  spoils. 


He  I    made 


them 


(to)  give 


[  ™p 


spoils* 


7.  Go  quickly,  that  you  may  meet  them. 


(you)  I      Go 


[     quickly, 
that 


you 


may   meet 


them. 


8. 


8.  Voltaire,  who  might  have  seen  him,      9.  The  French,  a  mighty  people,  combined  for  the 
speaks  repeatedly  of  his  majestic  stature.  regeneration  of  Europe. 

9. 
French,   \  combined 

I         repeatedly  £*fj  |  [  for _ regeneration^ 

[   people, 
mighty] 


Voltaire,  \    speaks 


of —  stature. 


the. 


majestic] 
his 


who  I   might  have  seen 


of —  Europe. 


himf 


GRAMMAR  AND  ANALYSIS 


10.  Not  many  generations  ago,  where  you  now  sit,  circled  with  all  that  exalts  and  em- 
bellishes civilized  life,  the  rank  thistle  nodded  in  the  wind,  and  the  wild  fox  dug  his  hole 
unscared. — Sprague. 


that 


exalts  embellishes 
-and 


11.  Very  few  men,  properly  speaking,  live  at  present:  most  are  preparing  to  live  another 
time. 

(  )  NOTE. — In   10,  the  phrase, 

~^ "not    many    generations     ago,11 
speaking,  modifies  "  nodded11  and  "  dug ; " 

or  "ago11  may  be  considered  an 
adverb  modifying  "nodded" 
and  "dug,"  and  "not  many  gen- 
erations11 would  then  modify 
"  ago.11  "  Where  "  connects  the 
subordinate  proposition  t  o 
"  nodded  "  and  "  dug ;  "  "  gener- 
ations11 is  in  the  objective  case 
without  a  governing  word.  In 
11,  "properly  speaking11  is  a 
complex  attendant  element. 


'operly 

men,  \       live 

few  \ 
^Very\           (b 

(men') 

[  at'  —  present: 

.are  preparing 

most  \ 

to.  live 

) — Mme. 


12.  I  lisped  in  numbers,  for  the 
numbers  came. 


13.  While  the  bridegroom  tarried,  they  all  slumbered 
and  slept. 


ll'spefl 


I 


13. 
they   \  slumbered 


•in  -  'numbers, 


slept 


1    numbers, 


fKe 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


65 


17.  Some  say,  that  ever  'gainst  that  season  comes 
Wherein  our  Savior's  birth  is  celebrated, 
This  bird  of  warning  singeth  all  night  long: 
And  then  no  spirit  dares  stir  abroad ; 
The  nights  are  wholesome:  then  no  planets  strike, 
No  fairy  takes,  nor  witch  hath  power  to  charm, 
So  hallowed  and  so  gracious  is  the  time. 

— Shakespeare. 


17. 
Some      say, 


hat 


bird 

singeth 

This] 
^of-tvarning 

(()-  night     ^ 

er_ 

all]  I  long? 
season        comes 

that  J 

Against; 

spirit 


(an 
nights 


(a 
.planets 


TrirtJi     is"  celebrated, 


Wherein 


dares 


f  to)  stir 


are  —  wholesome; 


idj 


strike, 


- 

.2  = 

it* 

s   21  a) 

•§  -1  a 


time.  I  Is*— hallowed  t 

^jT      ^«j 


jffracious 

so] 


Dia.-5. 


66 


GRAMMAR  AND  ANALYSTS 


16.  At  ten  o'clock,  my  task  being 
finished,  I  went  down  to  the  river. 


I- 


went 


o/ — 


tnfk 


-my) 


being  finished, 


NOTE. — In  14,  "whose"  is  a  rel- 
ative pronoun  limiting  "laws"  and 
"phenomena,"  and  connecting  the 
subordinate  proposition  to  "na- 
ture." "All "  is  an  adjective,  and  be- 
longs to  "laws"  and  "phenomena." 
Sentence  15  may  be  considered 
compound,  if  preferred.  In  16,  "my 
task  being  finished"  is  an  abridged 
proposition  modifying  "went;" 
"  task"  is  in  the  absolute  case  with 
the  participle  "being  finished." 
"  O'clock"  equals  "of  the  clock." 


Harvey's  Grammar,  pages  ISO  and  181.    (Old  edition,  page  162.) 


17.  Multitudes  of  little  floating  clouds, 

Ere  we,  who  saw,  of  change  were  conscious,  pierced 
Through  their  ethereal  texture,  had  become 
Vivid  as  fire.—  Wordsworth. 

17. 
Multitudes  \    had  become  —  Vivid 


of — clouds, 


floating  \ 
little 


pierced 


Through  — texture, 


were — conscious, 


who 


fire. 


(is  — vivid) 


[  Ere 
of —  change 


saw, 


NOTE.— In  13, 
"there"  is  an  ex- 
pletive adverb ; 
"hope"  is  the 
subject  of  the 
second  sentence; 
"than  (hope)  of 
him  (is)"  is  an 
adverbial  ele- 
ment of  the  third 
class  modifying 
the  adjective 
"more."  In  14, 
"somewhat"  is  an 
adverb  and  mod- 
ifies the  adjective 
"fond"  under- 
stood. In  15 , 
"  than  I  (am  old)" 
modifies  the  pred- 
icate  adjective 
"older."  In  17, 
"  had  become"  is  a 
copulative  vprb. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


67 


18.  Then  here  's  to  our  boyhood,  its  gold  and  its  gray ! 
The  stars  of  its  winter,  the  dews  of  its  May ! 
And  when  we  have  done  with  our  life-lasting  toys, 
Dear  Father,  take  care  of  thy  children,  THE  BOYS! 

—0.  W.  Holmes. 
18. 
toast) 


(a\ 

,         > 

(at 

liere  J 
id}       T1l™< 

to      boijhood 

and 


(*<>)— 


29.  That  the  climate  of  the  northern  hemisphere  has  changed,  and  that  its  mean  temper- 
ature nearly  resembled  that  of  the  tropics,  is  the  opinion  of  many  naturalists.—^^. 
That 

climate         \  has  changed, 


the] 
of Itentiftphere 


northern]         and 


(temperature 

resembled 

/ 

mean  } 
its 

nearly  J 

that 

\ 

is — opinion 


the 


of—  naturalists. 


of—  tropics, 

thel 


NOTE. — In  19,  "  wisdom,  judgment,  prudence,  and  firmness"  is  the  compound  subject.  In  20, 
"  natural,  amusing,  and  healthy  "  is  the  compound  attribute  ;  they  are  predicate  adjectives.  In  21, 
"  mind,  judgment,  and  imagination,"  with  the  modifiers,  is  a  compound  complex  objective  element. 
In  22,  "  good,faithful,and  generous  "  is  a  compound  adjective  element;  it  modifies  "  boy."  In  23, 
"fearfully  and  wonderfully"  is  a  compound  adverbial  element;  it  modifies  "is  made."  In  24,  "  to 
love  God  and  to  do  good  to  men  "  is  the  complex  compound  subject,  it  is  a  second  class  element. 
In  25,  "  expands  and  elevates  "  is  the  simple  compound  predicate.  In  26,  "  to  labor  and  to  wait"  is  a 
compound  objective  element  of  the  second  class.  In  27,  "  of  indolence  and  (of)  improvidence  "  is  a 
compound  objective  element  of  the  second  class,  and  modifies  "advocate."  In  28,  "in  reading,  in 
writing  a  journal,  and  in  studying  navigation  "  is  a  compound  complex  adverbial  element  of  the  second 
class,  of  manner.  In  29,  we  have  a  compound  sentence  used  as  the  subject  of  the  proposition. 


68 


GRAMMAR  AND   ANALYSIS 


3.  (Old  edition.)  His  excuse  was,  that  the  roads  were  very  bad,  that  the  supply  train 
could  not  be  brought  up,  and  that  the  army  was  not  well  enough  equipped  for  offensive 
operations. 


excuse 


that 

I  roads  \  were  — 


the 


that 


(and} 


-  /        \   train    \  could  be  brougJit 


up, 


supply}  not] 

llM^      and 

\  army    I  ivas  equipped 


the] 


[  well 

[ enough 

for  —  operations. 


30.  The  writings  of  the  sages  show  that  the  best  empire  is  self-government,  and  that  sub- 
duing our  passions  is  the  noblest  of  conquests. 


30. 


ivritings    \  show 


of — sages 


the 


that 


subduing 


is self -government, 


and 


is — noblest 


the 


passions 


of — conquests. 


NOTE. — In  3,  the  compound  sentence  is  used  as  the  attribute  of  the  proposition.  In  30, 
the  compound  sentence  is  the  subject.  In  each  of  these  sentences,  "that"  is  an  introductory 
conjunction. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


69 


31. 
chastity     I    is  pone . 


of —  honor t 


'hich 


felt 


like 


(at 
which 

-ID 
d)         (to)  —  woimd, 

_nJ 

ingpired 

(ai 
wJiicJi 

courage 

ltj  )                     it      mitigated 

^t'1lile           (  /croci 

ennobled 

a 

tit  fit 

nd             it      touched, 

ivhich" 

vice 

which' 

lost 

i 
[  itself 

n  i 

evil 

ifgj 
half 

by  —  losing  \ 

ider      which      1     nr 

32. 


notJiina 


grossness, 
"its! 


is valuable 


31.  The  chastity  of  honor, 
which  felt  a  stain  like  a  wound, 
which  inspired  courage  while  it 
mitigated  ferocity,  which  enno- 
bled whatever  it  touched,  and 
under  which  vice  itself  lost  half 
its  evil  by  losing  its  grossness, 
is  gone. — Burke. 


32.  When  public  bodies  are  to 
be  addressed  on  momentous  occa- 
sions, when  great  interests  are  at 
stake  and  strong  passions  excited, 
nothing  is  valuable  in  speech 
further  than  it  is  connected  with 
high  intellectual  and  moral  en- 
dowments.—  Webster. 


NOTE.— In  31,  "chastity"  is 
modified  by  a  compound  adjective 
element  of  the  third  class.  In  32, 
the  adjective  "valuable"  is  modi- 
fied by  a  compound  adverbial  ele- 
ment of  the  third  class,  of  time. 


bodies 

are  —  to  be  addressed 

in  —  speecTi 

further 

than 
it      is  connected 

public] 

(a, 

interests 

{  When 

id)                 on  —  occasions, 

momentoiis] 

are 

great] 
ai 
.passions 

[                 wnen 

wWi  —  endotvment. 

Intellectiial     nnd   moral  ] 

_,               at  —  stake 

high 

(are)  excited, 

strong] 

(when) 

70 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  184.    (Old  edition,  page  165.) 


1,  Caesar  having  crossed  the  Rubicon,  Pompey  pre-  2.  Having  accumulated  a  large  for- 

pared  for  battle.  tune,  he  retired  from  business. 


1. 
Pompey    \  prepared 


2. 
he   I  retired 


for — battle. 


Caesai 


having  crossed 


from  — "business. 


Having  accumiilated 


Rubicon, 


fortune, 


the 


large 


NOTE. — "  Csesar  having  crossed  the  Rubicon11   is  an  abridged   proposition;    it  modifies  "pre- 
pared.11 


3.  Being  but  dust,  be  humble  and  wise.  4.  Judging  from  his  dress,  I  should  pronounce  him 

an  artisan. 


3. 


4. 


(you)   |    be humble        f  wise.  I     \   should  pronounce 


Being — dust, 


liint 


Judging 


from — dress, 


(to  be) — artisan» 


5.  I  believe  him  to  be  an  honest  man. 


5. 


1  I   believe 


him 


to  be  —  man. 


honest} 
an 


6.  There  is  no  hope  of  his  recover- 
ing his  health. 


hope 


There 

is 


of —  recovering 


his\ 


health. 


his) 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


71 


7.  There  is  no  prospect  of  the 
storm's  abating. 


8.  Having  been  detained  by  this  accident,  he  lost  the 
opportunity  of  seeing  them. 


There 


prospect 

no\ 


he 


of —  abating. 


storm's 
the 


lost 


opportunity 


the 
JSavinff  been  detained 


of —  seeing 


them. 


by —  accident, 


9.  Having  annoyed  us  thus  for  a  time,  they  began  to  form  themselves  into  close  columns, 
six  or  eight  abreast. — Jane  Taylor. 


9. 


they 


began 


to  form 


Having  annoyed 


themselves 


into  — columns, 


(having) 


for  —  time, 


abreast. 


10.  My  story  being  done, 

She  gave  me  for  my  pains  a  world  of  sighs. — Shakespeare. 


10. 


She 


gave 


-world 


of — sighs. 


(to)  —  me 


for  — pains 


NOTE. — Notice  that  the  abridged  expression  in 
sentences  2,  3,  4,  8,  and  9  becomes  an  adverbial 
element  when  expanded.  The  reason  that  these 
adverbial  clauses,  when  abridged,  become  adjec- 
tive elements,  is  that  the  subjects  of  the  principal 
and  subordinate  clauses  denote  the  same  person 
or  thing;  and  when  the  subject  of  the  subordi- 
nate clause  is  dropped,  by  abridgment,  the 
abridged  expression  modifies  the  subject  of  the 
principal  clause  denoting  the  same  person  or 
thing.  In  sentence  3,  "but"  is  a  modal  adverb 

modifying   "being;"    "dust"   is  a  noun  in  the 

nominative    case    after    "being."     In    4   and   5, 

partisan"  and  "man"  are  in  the  objective  case.  (See  Harvey's  Practical  Grammar,  page  182, 
Revised  Edition.)  In  10,  "  My  story  being  done"  is  an  abridged  proposition;  it  is  an  adverbial 
element  of  the  first  class  and  modifies  "gave."  "Story"  is  in  the  absolute  case  with  the  par- 
ticiple "being  done." 


story 
My]  [  being  done, 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  187.     (Old  edition,  page  168.) 


1.  Hypocrisy  is  a  sort  of  homage  that  vice  pays 
to  virtue. 

1. 
Hypocrisy  is  —  sort 


vice 

_aj 

of  —  7totn<i{/f> 

pays 

that 

to — virtue. 


2.  The  gods  have  set  a  price  on  every 
real  and  noble  pleasure. 

2. 


The 


f/ods  I     have  set 


on — pleasure. 


real   and 


every 


3.  He  was  a  very  young  boy;  quite 
a  little  child. 

3. 
Jle  was  — 


young 
very 


ytt 

_2J   I       child. 


little 
quite 


5.  "  Well,  what  is  it?"  said  my  lady  Brook. 


6. 


lady  said 


SrooTt. 


it?" 


Well, 


is — u-hat 


7.  He  saw  a  star  shoot  from  heaven,  and  glittering  in  its  fall,  vanish  upon  the  earth. 

7. 


He    I       saiv 


star 


JL) 


(to)  shoot  ,     (to)  vanish 

i        '-ana  I — 


front — heaven, 


upon  — earth. 


the 


glittering 


in — fall, 


NOTE.— Make  sentence  7  compound    and  make   "and"  connect  the  two  clauses,  if  pre- 
ferred. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


73 


belt  old 


there 


'unto  —  him, 


'JStjJahf 


thov 


dost 


What 


11.  And  behold  there  came  a  voice  unto  him,  and  said,  What  dost  thou  here,  Elijah?— 
Bible. 

NOTE. — In   4,   "without  the 

(inspiration"     modifies     "has.'' 
came       ,  said,  lr\   \"™U."  is  *  Colloquial 

adverb ;  it  is  an  attendant  ele- 
ment with  the  object  clause. 
In  6,  "  A  sail  ahead  "  is  a  noun ; 
it  is  the  object  of  the  preposi- 
tion "o/."  In  8,  "stream"  is 
in  the  absolute  case  by  excla- 
mation ;  "  sweet "  is  a  predicate 
adjective;  sentence  9  is  com- 
pound. In  10,  "  day"  is  in  the 

objective  case  without  a  governing  word,  or  the  object  of  a  preposition  understood.  In  11, 
"arid", at  the  beginning  of  the  sentence  is  an  introductory  conjunction;  "behold"  is  an  in- 
terjection; or  by  our  lexicographers,  a  verb  in  the  imperative  mode.  "Elijah"  is  in  the 
absolute  case. 

13.  He  wore  an  ample  cloak  of  black  sheep's  wool,  which,  having  faded  into  a  dull  brown, 
had  been  refreshed  by  an  enormous  patch  of  the  original  color.  His  countenance  was  that 
of  the  faded  part  of  his  cloak. — Bryant. 

13 

He  I  ivore 


here 


1 

cloak 

atnplej 

anj 

13. 
znance       was  —  that 

of— 

wool, 

had  been  refreshed 

sheep's) 
black\ 
which, 

D 

hav 

ng  faded                    [    & 

"by  — patch 


.of — part 


enormous) 
an 


of —  color. 


of — -cloak. 


his 


NOTE. — Sentence  13  is  not  compound;    the  two  sentences  are  connected  only  in  thought. 

15.  He  is  so  good,  he  is  good  for  nothing. 

15. 
..  He    |  is— .good, 


(that) 


'he 


is — good 


for — nothing* 


GRAMMAR  AND  ANALYSIS 


£   o 

&•£ 

it 


111 
ill  - 


1 


2   ^  53 


g  c-a 

S    >rH     K; 

O     O 
DO     S    { — . 


il 

to  ^ 


Ss  -a  p 

O      C      O 

S  -<  6 


g,  £  J 

op 
'o     tO'O 

bl 


g  S 


i)| 

— ^   t 


III 


x—  »    O 
«  -JS 


C   .^     o 

II! 

!  H 


0       73       O 

§      g      » 

-2   §  .2 


" 

,0 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


75 


18.  In  the  awful  mystery  of  human  life,  it  is  a  consolation  sometimes  to  believe  that  our 
mistakes,  perhaps  even  our  sins,  are  permitted  to  be  instruments  of   our  education  for  im- 
mortality. 
it 


is  — consolation 


are  permitted  to  be — instrtiments 


fare  permitted  to  be — instruments) 


for — Immortality. 


NOTE. — In  18,  "instruments"  is  in  the  nominative  case  in  the  predicate  with  the  complex 
copula  " are  permitted  to  be."  "Perhaps"  and  "even"  modify  the  entire  copula  "(are permitted 
to  be)"  Some  grammarians  would  diagram  "In  the  awful  mystery  of  human  life"  as  a  modifier 


19.  Even  if  his  criticisms  had  been  uniformly  indulgent,  the  position  of  the  nobles  and 
leading  citizens,  thus  subjected  to  a  constant  but  secret  superintendence,  would  have  been 
too  galling  to  be  tolerated. — Motley. 

19. 
position    I   'would  have  been  —  galling 


the 


of — nobles  (of)  —  citizens, 

ana 


to  be  tolerated. 


criticisms 


had  been — indulgent, 


to — superintendence, 


constant,    ,     .     secret 


NOTE. — Some  would  parse  "even,"  in  sentence  19,  as  an  adverb  modifying  "would  have 
been  galling."  "  To  be  tolerated"  has  the  construction  of  an  adverb  and  modifies  "galling."  In 
21,  to  my  mind,  "like"  is  an  adverb;  many  teachers  consider  it  a  preposition  in  this  sen- 
tence. "Around  a  sinking  empire  and  (around)  falling  monarch"  is  a  compound  complex  adjec- 
tive element  of  the  second  class,  and  modifies  "misfortunes"  and  "disasters." 


76 


GRAMMAR  AND  ANALYSIS 


. 

Is 


II 
ll 


(U       2 

"5   o 
g 

II 


O>  ,G   t3 

H^§ 
-•  j  £ 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


77 


20.  No  ax  had  lev- 
eled the  giant  prog- 
eny of  the  crowded 
groves,  in  which  the 
fantastic  forms  of 
withered  limbs,  that 
had  been  blasted  and 
riven  by  lightning, 
contrasted  strangely 
with  the  verdant 
freshness  of  a  younger 
growth  of  branches. 
— Bancroft. 


£0. 


had  leveled 


progeny 


giant} 
the. 


of—  groves, 


forms 


fantastic 

the 


contrasted 


of —  limbs, 


withered  \ 


strangely 
in  --  ii'/iich 


u-ith  —  freshness 


of  —  growth 


younger} 


of  —  branches. 


that         had  been  blasted 


(had  been)  riven 


22.  It  is,  therefore,  a  certain  and  a  very  curious  fact,  that  the  representative,  at  this  time, 
of  any  great  whig  family,  who  probably  imagines  that  he  is  treading  in  the  footsteps  of  his 
forefathers,  in  reality,  while  adhering  to  their  party  names,  is  acting  against  almost  every  one 
of  their  party  principles. — Lord  Mahon. 


fact, 


78 


GRAMMAR  AND  ANALYSIS 


23.  Rivers  will  always  have  one  shingly  shore  to  play  over,  where  they  may  be  shallow 
and  foolish,  and  childlike ;  and  another  steep  shore,  under  which  they  can  pause,  and  purify 
themselves,  and  get  their  strength  of  waves  fully  together  for  due  occasion. — Ruskin. 


they      may  be. 


they 


can,  pa\ 


together 
fully 
for — occasion. 


26.  The  twilight  deepened  round  us.     Still  and  black 
The  great  woods  climbed  the  mountain  at  our  back. 


26. 
twilight    I  deepened 


round — us. 


Still 


and 


2 
woods 

R 

cl-hnbed 

great] 
The 

mountain 

the]      \   at      back. 

^   black 

our} 

NOTE. — In  22,  "it"  maybe  used  as  the  subject  of  the  principal  proposition,  and  the  sub- 
ject clause  put  in  apposition  with  it.  In  23,  "where"  is  a  relative  adverb  connecting  the 
adjective  claus^e  to  "shore,"  and  modifying  the  predicate  adjectives  "shallow,"  "foolish,"  and 
"childlike."  "Under  which"  is  an  adverbial  element  of  the  second  class  modifying  "can 
pause,"  "  (can)  purify  "  and  "(can)  get."  "Which"  is  the  connective.  Sentence  26  consists  of 
two  independent  propositions. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


79 


II 


s  a 


£    o 
fcc  =3 

'-£    3 


>» 

'O    ** 


g 

'       * 


e    03 
§    £ 


Ji 


X1  o 
o  2 


5 


c 
.     >» 


£  S 


>i  ^J 
£  "p 
c  i 


sl 


ft 


'O   ^    -g 

63   e    | 
~2^     g 


I    5   S 

a  -  8 

§:J^ 


80 


GRAMMAR  AND  ANALYSIS 


27.  May  God  forgive  the  child  of  dust 

Who  seeks  to  know  where  Faith  should  trust. —  Whittier. 


God    \  May  forgive 


child 


the 


of— dust 


Who 


'Faith 


seeks 


shon'Jd 


NOTE. — In  27,  the  clause 
"where  Faith  should  trust"  is  an 
adverbial  element,  modifying 
"seeks."  Read  the  sentence, 
making  "know"  and  "trust" 
emphatic,  as  indicated  by  the 
italics,  and  you  will  get  the 
meaning. 


to    know 


28.  Honor  and  shame  from  no  condition  rise; 

Act  well  your  part,  there  all  the  honor  lies.— Pope. 

28. 
Honor  __  .„  shame     \       rise; 


(but) 


front condition 


(you) 

n 

Act 

.well 

part, 

your] 

{for) 


nonor      lies. 


the 


tfierr.) 


29.  Better  far 

Pursue  a  frivolous  trade  by  serious  means, 
Than  a  sublime  art  frivolously. 
29. 


(to)   Pursue 

1(1  vl             7i 

letter 

I  tt>j            jj 

frivol 

trade 

{  far 
an 

ous\  \                       Th 

a  J 
by  means, 

fto  nurs 

(is — good) 


art 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


81 


30.                                         With  grave                    o 
Aspect  he  rose,  and  in  his  rising  seemed             ° 
A  pillar  of   state;    deep  on  his  front     fie 

rose,        _,    seemed  pillar 

engraven, 
Deliberation  sat,  and  public  care  ; 
And  princely  counsel  in  his  face  yet 
shone, 
Majestic,  though  in  ruin.  —  Milton. 

"~iT 

With  —  Aspect 

of  —  state; 

grave\             in  —  rising 

hii>\ 

as  a  copulative                                     public] 
ve  r  b  ;     "  en-                                                           . 
graven"     is    a 
predicate     ad- 
jective;   "ma- 
iestic"     is    an                                    counsel 

deep 

id 
•  on  —  front 

his] 

sJione, 

adjective,   and                               prince^ 
belongs     to                                —  ' 

"On 

in  —  face 

"face;"    "in 
ruin  "     is     a 
second    class 
adjective    ele- 
ment    in    the 
predicate  with 

though      J^]  [  Majestic, 
(it         was}  —  |  in  —  ruin. 

"  (was)." 


30  (Old  ed.)    Summer's  dun  cloud,  that,  slowly  rising,  holds 
The  sweeping  tempest  in  its  rising  folds, 
Though  o'er  the  ridges  of  its  thundering  breast, 
The  King  of  Terrors  lifts  his  lightning  crest, 
Pleased  we  behold,  when  those  dark  folds  we  find 
Fringed  with  the  golden  light  that  glows  behind.—  Pierpont. 
30. 


we  I   behold, 


cloud, 


Pleased 


dun] 
Summer's 


that, 


Jiolds 


rising, 


tempest 


Though 


we 

find 

slowly] 

in  —  fc 

The 

iv  hen 

folds, 

>lds, 

*ff 

dark] 

tliose 

rising] 

Fringed    ~          ^ 

with  —  light 

lifts 

goldenU 
_    ~          the] 

that 

glows 

Of— 

Terrors 

light 

crest^ 

ning] 

hal 

o'er — ridges 


the. 


of — breast, 


thunderingl 


ingjl 
_itsj 


Dia.-6. 


GRAMMAR  AND  ANALYSIS 


rrt    O^S    M    m  rS    c 

'S'il^-fS^8 

iilllfl^l 

f illllwl 

r^        G 


I  8 
"• 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


83 


33.  When  Freedom,  from  her  mountain  height, 

Unfurled  her  standard  to  the  air, 
She  tore  the  azure  robe  of  night 

And  set  the  stars  of  glory  there. 
She  mingled  with  its  gorgeous  dyes 
The  milky  baldric  of  the  skies, 
And  striped  its  pure,  celestial  white, 
With  streakings  of  the  morning  light. — Drake. 


She 

tore 

set 

ai 

robe 

[  there. 

stars 

mre}] 
the) 

of  —  nif/ht 

the] 
of  —  glory 

/ 

Harvey's  Grammar,  page  198.    (Old  edition,  page  178.) 

4.  They  have  left  unstained  what  there  9.  His  disciples  said,  Who,  then,  can  be  saved? 

they  found. 
4. 9. 


They    \  have  left 


disciples  \  said, 


that 


His 


they 


found, 
there  I 


which 


Who, 


unstained 


can  be  saved? 


then, 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  19O.     (Old  edition,  page  170.) 

31.  Near  yonder  copse,  where  once  the  garden  smiled. 
And  still  where  many  a  garden  flower  grows  wild, 
There,  where  a  few  torn  shrubs  the  place  disclose, 
The  village  preacher's  modest  mansion  rose. 
A  man  he  was  to  all  the  country  dear, 
And  passing  rich  with  forty  pounds  a  year,— Goldsmith. 

31. 
mansion       I  rose. 


modest]                    \          [  There, 
preacher's 

Near 

(to)  copse, 

village] 
The 

garden 

yonder  1 
smiled, 

shrubs               disclose, 

torn]      1                                           Place 

the} 

A 

flower 

once]            where  y 

few                                              *J*«J 

»d 
grows      wild, 

a  I                           nfeepfe                     J 

garden] 
many  a 

still]  [ti'here 

31. 
lie  I   was 


man 


rich 


tvith — pounds 
forty    \ 


(  ) — year. 


Harvey's  Grammar,  page  198.     (Old  edition,  page  178.) 


12. 


Peterkin.   I    Quoth 


"But 
good     |    came 


of — it 


at  last?" 


12. 


he;   I   said 


can'tell? 


that 


it 


teas — victory'1 


12.  "  But  what  good  came  of  it  at  last?" 

Quoth  little  Peterkin. 
"Why,  that  I  can  not  tell,"  said  he; 
"  But 'twas  a  famous  victory." — Southey. 

NOTE. — In  3,  the  clause  "  that  at  sea  all 
is  vacancy"  is  the  object  of  "sard;"  "at 
sea"  modifies- "aW."  Sentence  7  is  com- 
pound, consisting  of  three  co-ordinate 
clauses.  Sentence  8  is  compound,  consist- 
ing of  two  clauses  connected  by  the  con- 
junction "but"  In  9,  "then"  is  not  an 
adverb  of  time ;  it  is  equivalent  to  "in  that 
case."  Some  teachers  parse  it  as  a  con- 
junction. In  10  and  11,  "premises"  and 
"privileges"  are  nouns  in  the  objective  case 
without  a  governing  word,  or  objects  of 
prepositions  understood.  Some  prefer  to 
parse  such  words  as  the  direct  object  of  the 
passive  verb.  In  12,  "but"  in  the  first 
sentence,  is  an  introductory  conjunction 
introducing  the  object  clause ;  "why"  is  a 
colloquial  or  expletive  adverb. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


85 


Harvey's  Grammar,  pages  2OO  and  2O1.     (Old  edition,  pages  179  and  180.) 
).  The  tower  is  two  hundred  and  fifty  feet  high. 

9.  NOTE.— In  6  and  7,  "like"  is  an  adverb.     In  11,  "without 


tower    I  is—hic/h. 


The 


a  sun"  is  a  second  class  attribute;  it  equals  the  adjective 
"sunless."      "Mile,"    "straw,"    "million,"    "years,"    "  cloak- 
( ) — feet    fashion,"  "times,"  "knots,"  "hour,"  and  "remembering"  are 


two  hundred'and  fifty  \         in  the  objective  case  without  a  governing  word. 

10.  How  many  square  yards  of   plastering  in  a  room   twenty-one  feet  long,  fifteen  feet 
wide,  and  ten  feet  high? 

10. 
square  yards     \    (are) 


many  \ 

in  —  rooom 

of—  plastering                             ^'^                         wiAe. 

h«h? 

*  (and)  a 

(  )—feet              ()—f< 

?e«                (  '  )—feet 

twenty-one]                fifteen 

Jen) 

Harvey's  Grammar,  page  204.    (Old  edition,  page  192.) 


1.  The  hand  that  governs  in  April, 
governed  in  January. 

1. 
hand  \   governed 


The 


2.  I  perish  by  this  people 
which  I  made. 
2. 
J  I  perish 


in — January. 


t — people 


that 


governs 


this 


in — April, 


made. 


which 


1.  Men  are  like  birds  that  build  their  nests  in  trees  that  hang  over  rivers. 

7. 
Men  I    are  —  like 


(to} — birds 


that 


build 


nests 


their] 
in — trees 


that 


hang 


over — rivers. 


86 


GRAMMAR  AND  ANALYSIS 


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C     rc  S  .S 

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S  §  a>    g  P. 

^  °  ^  §  ^_ 


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.— 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


87 


*  s  i 


a  1  1  * 

all* 


Harvey's  Grammar,  page  2O6.    (Old  edition,  page  184.) 


2.  If  thy  hand  or  thy  foot  offend 
thee,  cut  it  off,  and  cast  it  from  thee. 


hand         foot 


or 


thy  I          thy 


offend 


,  thee, 


88 


GRAMMAR  AND  ANALYSTS 


5.  Even  a  rugged  rock,  or  a  barren  heath,  though   in  itself   disagreeable,  contributes  by 
contrast  to  the  beauty  of  the  whole. 

NOTE.— In    these    sen- 
tences, ' '  neither ' '  and  '  'nor, ' ' 
and 


con  tributes 


and  "either"  and  "or "-are 
correlative  conjunctions; 
' '  neither ' '  and  ' '  either ' '  in- 
troduce, and  "nor"  and 
"or "connect.  In 5," Even" 
is  an  adverb,  and  modifies 
"  contributes; "  it  is  used  in 
the  sense  of  "as  is  not  to 
be  expected." 


in — itself 


Harvey's  Grammar,  page  2O7.    (Old  edition,  page  185.) 


2.  Dim,  cheerless,  is  the  scene  my  path  around. 
(and) 


7.  'Tis  impious  in  a  good  man  to  be  sad. 
it 


scene        is Dim,  , j    cheerless,       fo  be_S(((L    \  is_ 


-in — man 


around. — path 


my] 

9.  Time  wasted  is  existence ; 
used,  is  life. 

9. 
Time   I  is — existence; 


(but) 

(time)   I  is  —  life. 


i/ood  \ 

«J 


11.  Tell  me  not  in  mournful  numbers, 
Life  is  but  an  empty  dream. 

11. 


usedf 


1 

[not 
(to)— 

(that) 

is  —  dream. 

Life 

-me 

empty] 

a,n  } 
but 

n  —  numbers, 

10.  Thoughts  shut  up,  want  air, 

And  spoil  like  bales  unopened  to  the  sun.—  Young. 

10. 

Thoughts   \  want }  .spoil 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


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90 


GRAMMAR  AND   ANALYSIS 


15.  Sometimes  her  narrow  kitchen  walls 


Stretched  away  into  stat'ely  halls. 

15. 
walls  I    Stretched 


•narrow 


her 


Sometimes 


"she."     In  14,  "earliest 
gree  and  modifies  "earliest." 
to  ' '  streams. ' ' 


Whittier. 

NOTE. — In  7,  "sad"  is  an  adjective  in  the  predi- 
cate of  the  abridged  proposition  ;  "  to  be  sad"  is  the 
subject.  In  11,  "  but"  is  an  adverb,  equals  "merely." 
Some  authors  parse  " but  an"  as  an  adjective.  In  12, 
"  Between  right  and  wrong"  is  a  simple  adjective  ele- 
ment of  the  second  class ;  it  has  a  compound  noun- 
base.  "And"  connects  "right"  and  "wrong."  In 
stately  J  ^  "petulant"  is  an  adjective  ;  or  an  adverb,  equals 

"petulantly."     "Rose-bud"    is  in  apposition    with 
is  an  adverb  and  modifies  "have  climbed;"  "the"  is  an  adverb  of  de- 


— halls-. 


Most  sweet"  is  an  adjective  in  the  superlative  degree;  it  belongs 


Harvey's  Grammar,  page  2O9.    (Old  edition,  page  187.) 


12.  Every  age 

Bequeaths  the  next  for  heritage, 
No  lazy  luxury  or  delight. 
12 

age  \   Bequeaths 


13.  There 's  not  a  beggar  in  the  street 
Makes  such  a  sorry  sight. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


91 


15.  Between  Nose  and  Eyes  a  strange  contest  arose. 

The  spectacles  set  them  unhappily  wrong; 
The  point  in  dispute  was,  as  all  the  world  knows, 

To  which  the  said  spectacles  ought  to  belong.— Cowper. 

15. 
contest   I   arose. 


Between — Nose          ,   Eyes 
ana 


To — tchich 


X 

NOTE.—"  To  which  the  said  spectacles  ought  to  belong"  is  a  predicate  clause;  "which"  is  an 
interrogative  pronoun;  it  is  not  a  connective;  "spectacles"  is  in  the  nominative  case,  subject 
of  the  predicate  clause.  "  Unhappily"  may  be  considered  a  modifier  of  "set." 


Harvey's  Grammar,  page  21O.    (Old  edition,  page  188.) 


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GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  212.     (Old  edition,  page  100.) 
1.  To  give  an  affront,  or  to  take  one  tamely,  is  no  mark  of  a  great  mind. 


To  give 

to  take 

is  —  mark 

affront, 

^  ot 

no] 

le 

^  of  —  mind. 

an. 

2.  Neither  he  nor  she  has  spoken  to  him. 


he 


2. 
Neither 

she     |      has  spoken 


to  —  him. 


NOTE. — In  4,  "wanting"  is  a  predicate  ad- 
jective. In  6,  "neither"1  introduces  the  sentence 
and  "nor"  connects  "poverty"  and  "riches;"  or 
make  the  sentence  compound.  In  7,  "of  some 
inert"  is  an  adjective  element,  and  belongs  to 
"vanity,"  "ambition,"  and  "pride." 


9.  The  breezy  call  of  incense-breathing  morn, 

The  swallow  twittering  from  the  straw-built  shed, 
The  cock's  shrill  clarion,  or  the  echoing  horn, 
No  more  shall  rouse  them  from  their  lowly  bed.— Gray. 


9. 


breezy  \                The] 
The  ] 
\  op  —  morn, 

shrill] 
coctfs 

echoing] 
the 

more] 

[^    th  em 

Thel 
twittering 

incense-breathing  \ 

lou'ly\ 
their 

str 

from  —  shed, 

aw-built] 
the 

10.  From  the  high  host 

Of  stars  to  the  lulled  lake,  and  mountain  coast, 

All  is  concentered  in  a  life  intense, 

Where  not  a  beam,  nor  air,  nor  leaf  is  lost. — Byron. 


10. 


All 


concentered 


"F,rom — host 


in  — life 


the 


Of — stars 


to lake  (to) — coast, 

mountain]  > 


intense, 


is  lost. 


Whero 


NOTE.— In  10,   "a"  is  an  adjective,  equals  "one;"    "not"  is  an  adverb  modifying  "a." 
"Not  a"  may  be  parsed  as  an  adjective,  if  preferred. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


11.  Time,  nor  Eternity,  hath  seen 

A  repetition  of  delight 
In  all  its  phases ;  ne'er  hath  been 
For  men  or  angels  that  which  is. 

11. 
(neither) 


Tdme,    Eterniti/,\     hath  seen 


repetition 


(and) 


that       Jtath  been 


\  Of — delight 
In — pJiases; 


tvlticJ 

I 

ne'er    \ 
is. 

^For 

its] 
all 


— men_  or  (f°r> — angels 


Harvey's  Grammar,  page  214.     (Old  edition,  pages  191-2.) 

1.  To  do  right,  is  to  do  that  which  is  ordered  to  be  done. 
1.  , 


To  do 


to  do 


that 


right, 


^vhich 


is  ordered — to  be  done. 


To  do  justice  and  judgment  is  more  acceptable  to  the  Lord  than  sacrifice. 
3. 

is  — more  acceptable 


To  do 


justice  judgment 


to — Lord 

t1ie\ 


than 


sacrifice.       (is^ — acceptable) 


4.  It  is  our  duty  to  try,  and  our  determina-  5.  He  had  dared  to  think  for  himself. 

tion  to  succeed. 


4, 
to  try,   I  is  —  duty 

our\ 
and 

to  succeed.  \  (is)  -  determination 

ourl 


He  I   had  dared 


to      think 


for —  himself* 


GRAMMAR  AND  ANALYSIS 


o   o  'E 

a  ^  2 


.S    -    « 
44    ®  J3 


SMH^H 


co 


HI     e 


^ 


111 
« 


1 


o 

o 

iQ         H 

rH  t>C 

W          60 

§g 
} 

a     -s 


td 


Bl 

O    -5 


.i:  o 


6.  He  lived  to  die,  and  died  to  live. 


He  \   lived  died 

^  and 


to  die, 


to  live. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


95 


Harvey's  Grammar,  page  214. 
(Old  edition,  pages  192-3.) 

7.  Have  ye  brave  sons  ?    Look  in  the  next  fierce  brawl 
To  see  them  die.     Have  ye  fair  daughters  ?    Look 
To  see  them  live,  torn  from  your  arms,  distained, 
Dishonored,  and  if  ye  dare  call  for  justice, 
Be  answered  by  the  lash.— Mitford. 


Harvey's  Grammar,  page  215. 
(Old  edition,  page  193.) 

8.  It  is  better  to  fight  for  the  good 
than  to  rail  at  the  ill. 


(ye) 


7. 


it 


Have 


8. 


to  fiffht\   is — better 


sons? 


for — good 


7. 


than 


Look 


to  rail 


To  see 


them 


(is— .good) 


at — ill. 


in — bratvl 


fierce  \ 
next 


the 


(to)  die. 


the 


Have 


daughters? 


7. 


fue)    \     Look 


and 

(ye    \   Look ) 

\(to)Be  answered^ 


for— justice, 


NOTE -In  1,  -to  be  done"  has  the  construction  of  a  predicate  adjective  after  the  passive 

&  onforat"    In  6,  (old  edition,)    to    my    mind,     "to  come"  is  used  as  an  adje 
belongs  to  "time."    In  6,  -to  break-   and   -to  understand"  are  used  as  adjectives;   and    witl 
their  modifiers,  make  a  complex  compound  adjective  element  of  the  second  class     Sen  ence 
7  consists  of  four  independent  clauses;  the  last  is  compound.        Torn-  "di***d>    and 
honored,"  are  perfect  participles,  and  as  adjectives  belong  to  " 


96 


GRAMMAR  AND  ANALYSIS 


9.  Let  us  be  content  in  work 

To  do  the  thing  we  can,  and  not  presume 
To  fret  because  it's  little. 


(you)   I     JJKet 


(to)  be — content         ,  (to)  presume 

i  i and 1 

not)  |  TO  fret 


in — ivorTc 


To  do 


thing 


the 


can,  (do 


which) 


because 

it  I  is — little. 


10.  One  day  with  life  and  heart, 

Is  more  than  time  enough  to  find  a  world. 


day 


10. 


Is 


•  (time) 


One 


unth life  (with)  — heart 

— and 


11.  Needful  auxiliars  are  our  friends,  to  give 
To  social  man  true  relish  of  himself. 

11. 
friends,  I  are  —  auxiliars 

heedful] 


to  give 


relish 


trtte 


of — himself. 


To — man 
social  I 


MADE  EASY  AND   ATTRACTIVE  BY  DIAGRAMS. 


97 


12.  Learn  well  to  know  how  much  need  not  be  known, 
And  what  that  knowledge  which  impairs  your  sense. 

12. 
(you)  I  Learn 


much 


how] 


(does)  need 


And 


(to)  be  hnou'n, 


knowledge 


(is) — wJiat 


which 


impairs 


13.  Let  him  not  violate  kind  nature's  laws, 
But  own  man  born  to  live  as  well  as  die. 


13. 
(yon)   \     Let 


him 


(to)  violate 


laws, 


14.  The  blood  more  stirs 

To  rouse  a  lion  than  to  start  a  hare. 


I  (to  be)  born 

as  ivell  as 

15.  He  that  lacks  time  to  mourn,  lacks  time  to  mend. 
Eternity  mourns  that.— Henry  Taylor. 

15. 


He  I   lacks 


time 


that 


than 


lacks 


to  mend. 


time 


to  motirn, 


to  start 


f  stirs 


15. 


it) 


Eternity  \   mourns 


hare. 


that. 


NOTE.— In  1,  "here,"  "not,"  and  "to  talk"  are  adverbial  elements  modifying  "come."  In 
2,  "to  spin"  is  an  adverbial  element  modifying  "can  see."  In  3,  "gay"  is  an  adjective;  it 
belongs  to  "mortal."  In  4,  "(to)  pour"  is  an  adjective  element  modifying  "column;"  to  my 
mind,  "along"  shows  the  relation  of  "snow"  to  "(to)  pour."  In  9,  "content"  is  a  predicate 
adjective  in  the  abridged  proposition;  it  belongs  to  "us."  In  10,  "enough"  is  an  adjective 
and  "  to  find"  is  an  adverbial  element.  In  11,  "to  give"  is  an  adverbial  element.  In  12,  all 
that  follows  "to.  know"  is  a  compound  objective  element;  "how"  is  an  adverb,  and  modifies 
"much"  as  an  adjective.  In  13,  "as  well  as"  is  a  co-ordinate  conjunction;  it  connects  the 
second  class  adverbial  elements  "to  live"  and  "to  die."  Sentence  15  consists  of  two  inde- 
pendent propositions;  the  first  is  complex. 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  217.    (Old  edition,  page  195.) 

7.  Man  desires  not  only  to  be  loved,  but  to  be  lovely. 

7.  


Man  I   desires 


not 


to  be  loved, 


but 


to  be  —  lovely. 


11.  Man  by  man,  and  foot  by  foot,  did  the  soldiers  proceed  over  the  Alps. 

11. 
soldiers   \   did  proceed 


over — Alps. 


(with) —  Man 


and 


the\ 
(ivitK) — foot 


by — man, 


by — foot, 


12.  Finally,  the  war  is  already  begun,  and  we 
must  either  conquer  or  perish. 


Finally, 

war  I   is  begun, 


14.  Night's  candles  are  burnt  out,  and  jocund  Day 
Stands  tiptoe  on  the  misty  mountain's  top. 
— Shakespeare. 
14. 
candles  \  are  burnt 


and 


Day 


Stands 


^ve 


tnust  conquer     (must)  perish. 


— tiptoe 

-top. 
mountain' s\ 


the 


15.  I'll  look  no  more,— 

Lest  my  brain  turn,  and  the  deficient  sight 
Topple  down  headlong. 

15.  NOTE. — In  3,  "(to)  sweep"  is  an  adjective  element 

JT  I  ^vill  look  modifying  "Rhine;"  "along"  is  an  adverb ;  it  modi- 

fies "(to)  sweep."  In  4,  "over  against"  is  a  complex 
preposition;  "right"  is  an  adverb,  and  modifies  "over 
against  homes,"  the  base  of  the  phrase.  In  7,  "only" 
is  an  adverb ;  it  modifies  "  to  be  loved;  "  " lovely"  is  an 
adjective;  it  belongs  to  "man."  In  8,  "westward"  is 
an  adverb  modifying  "takes."  In  10,  "dimly"  is  an 
adverb;  it  modifies  "sees;"  "but"  is  an  adverb,  and 
modifies  "dimly."  In  11,  "(with)  man  by  man,  and 
(with)  foot  by  foot"  is  a  compound  complex  adverbial 
element  of  the  second  class;  it  modifies  "did  pro- 
ceed." In  12,  "finally"  is  an  adverb  used  independ- 
ently ;  or  it  modifies  some  verb  understood.  "Either" 
introduces  the  second  clause,  and  "or"  connects 
"must  conquer"  and  "(must)  perish."  In  13,  "but" 
connects  "heaped"  and  "passed."  In  17,  "whereon" 
is  a  relative  adverb,  equals  "on  which."  Sentence  18 

consists  of  three  distinct  propositions:  the  first  is  a  complex  declarative  sentence;  the  second 

is  compound;  the  third  is  a  complex  imperative  sentence. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


99 


16.  Not  a  word  to  each  other ;  we  kept  the  great  pace —  17.  Their  breath  is  agitation,  and 

Neck  by  neck,  stride  by  stride,  never  changing  our  place.  their  life 

— Browning.  A  storm  whereon  they  ride  to 

sink  at  last. — Byron. 

17. 
breath  I    is — agitation, 


•    and 

life    \  (is) — storm 


(we      \    did  speak) 

'!   '     •"I""" 
2 

[  earth    S 

Not\ 
(to)  —  otht 

tvord 

^3 

we 


their 


they 


ride 


whereon 


to  sink 


18.  Who  does  the  best  his  circumstance  allows, 
Does  well,  acts  nobly,  angels  could  no  more. 
Our  outward  act  indeed  admits  restraint; 
'T  is  not  in  things  o'er  thought  to  domineer. 
Guard  well  thy  thought,  our  thoughts  are  heard  in  heaven.—  Young. 

18. 
(he)   |      does 


18. 


act       I 

outivardj  I 

Our\        ^ 


admits 


restraint; 


18. 


it 


to  domineer. 


is 


o'er — thought, 


{  not 

in — things 


(thou)  |     Guard 

well    |  thought, 
thy 


(for) 


thoughts 


are  heard 


in heaven* 


100 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  22O.     (Old  edition,  page  198.) 


1.  Come  as  the  winds  come,  when  navies 
are  stranded. 

1. 
(you)  \     Come 


3.  He  locks  the  door  after  the 
horse  is  stolen. 

3. 


winds 


He       lochs 


Ji  orse 


the 


is  stolen. 


after 


door 


tfie 


navies    \    are  stranded. 


\vhen 


2. 


thought 


2.  I  never  thought  that  it  could  be  so. 

2.  . 


that 


or 


thought 


that 


could  be 


could  be 


SUGGESTION.— If  the  pupil  is  confused  by  the  position  of  the  conjunction  introducing 
the  object  clause,  the  line  may  be  drawn  across  the  clause  line.  This  will  distinguish  the 
conjunction  from  a  direct  object. 


4 

I   \  know 


4.  I  now  know  why  you  deceived  me. 

4 

I  |    know 

or 


yoii 


deceived 


why\ 


you 


deceived 


^chy 


6.  I  could  distinguish  the  merchant  to  whom 
the  ship  had  been  consigned. 


6. 


could  distinguish 


7.  However  stern  he  may  seem,  he 
is  a  good  man. 


is  —  wan. 


merchant 


the 


ship 


was  consigned. 


to whom 


tjood 
Jie  \  may  seem, — stern 

Hoirever) 


8.  While  there  is  life,  there  is  hope.        9.  Blessed  are  the  merciful :  for  they  shall  obtain  mercy. 
0       there  9. 

m erciful:  \    are  —  Blessed 


hope,  \    is 


the 


life, 


in 


While 


they 


.xli  all  obtain 


mercy. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


101 


10.  He  rushes  to  the  fray  as  if  he  were  sum- 
moned to  a  banquet. 

10. 
He  I  rushes 


14.  There  was  so  much  noise 
that  I  could  not  sleep. 

14>         There 

noise     \     was 


that 


to  _  banquet- 


could  sleep. 


11.  Whether  the  planets  are  inhabited,  was  discussed  last  evening. 
Whether 


[planets 


are  inhabited^  \    was  discussed 


— evening. 


12.  I  consent  to  the  constitution,  because  I       15.  We  meet  in  joy,  though  we  part  in  sorrow; 
expect  no  better,  and  because  I  am  not  sure  it  We  part  to-night,  but  we  meet  to-morrow, 

is  not  the  best. 


12. 
I  \       consent 


15. 
We     I    meet 


to constitution. 


in— joy, 


because 


though 
(and} 


because 


expect 


and 


better, 


We 


no 
am  —  sure 


part 


in  — sorrow  J 


part 


but 


(  ) — to-night, 


— fact) 


we  I  meet 

I    (  ) — to-morrow. 


REMARK. — To  my  mind,  interrpg- 
it  [   is — best,     ative    pronouns     and     interrogative 
~~~    T    adverbs  are  not  connectives.     A  sub- 
!*££l«£j     stantive  clause  does  not  need  a  con- 
nective. 


NOTE.—  In  1, 


OTE.—  In  1,  "as"  and  "when"  are  conjunctive  adverbs.     In  2,  by  the  first  diagram,  "that" 
introductory  conjunction  ;  it  introduces  the  object  clause;  by  the  second  diagram,  "  that" 


pronoun  ;  it  connects  the  adjective  clause  to  "merchant."  In  7,  "however"  could  be  considered 
a  subordinate  conjunction.  In  8,  the  two  "theres"  are  expletive  adverbs.  In  9,  "are  blessed" 
may  be  parsed  as  a  passive  verb  ;  but,  in  my  judgment,  "blessed"  is  a  predicate  adjective,  equals 
happy.  In  10,  I  prefer  to  parse  "as  if"  as  a  subordinate  conjunction.  In  11,  "whether  the 
planets  are  inhabited"  is  a  subject  clause  ;  it  is  introduced  by  "whether."  In  12,  "(that)  it  is  not 
the  best,  '  to  my  mind,  is  a  noun  clause,  and  is  in  apposition  with  "(fact)"  or  some  other  word 
understood.  Many  teachers  consider  it  an  adverbial  element  modifyin  the  adjective  "sure." 


102 


GRAMMAR  AND  ANALYSIS 


Harvey's  Grammar,  page  221.    (Old  edition,  page  198.) 


13.  Hark!  they  whisper:  angels  say, 
Sister  spirit,  come  away. 


13. 
they  I   whisper: 

(and) 


angels  \    sat/, 


I 

spirit, 

Sister} 

(you) 

come 

NOTE.— "  What,"  "ha,"  "ho,"  "oh,"  "ah," 
"hark,"  "halloo,"  "pshaw,"  "hem,"  "aha," 
"alas,"  and  "adieu"  are  interjections;  they  are 
attendant  or  independent  elements.  "  Lochiel," 
"warden,"  "woe,"  "boys,"  "Yorick,"  "land,"  and 
"spirit"  are  nouns  in  the  absolute  case.  In  8, 
"there"  is  an  expletive  adverb.  In  13,  "sister 
spirit,  cQme  away"  is  an  objective  element  of  the 
third  class ;  "  sister  spirit "  is  a  complex  attendant 
element  with  the  object  clause. 


Harvey's  Grammar,  page  228.    (Old  edition,  page  222.) 


7.  This  boy  is  full  ten  years  old. 


7. 


boy  I    is  —  old. 


This 


(  ) — years 


ten] 

_f^T 


8.  I  never  saw  a  saw  saw  a  saw  as  that  saw  saws  a  saw. 


8.. 


J    I     StIW 


(to)      sail' 


that, 


9.  What  with  the  bread,  and  what  with  the  10.  Give  me  such  as  I  bargained  for,  and 

water,  he  sustained  himself  for  several  weeks.  much  as  I  bargained  for. 

9. 


he 

sustained 

1 

until—  bread,  ^^H 

himself 

with  —  irater, 

H7tafj     the  j                what  \ 
"or  —  ireeks. 

the] 

6  6       - 

such  ,    much 

—  aiirf 


bargained 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


103 


16.  Whether  is  greater,  the  gold  or 
the  temple  ? 

16. 
Whether  \    is — greater, 


qoltl          temple? 

Or- 


21.  One  came,  inethought,  and  whispered  in  my  ear. 
21. 


—  and 


NOTE. — "  Methought "  equals  "  7  thought , "  or  "it  seemed  to  me." 

22.  He  that  catches  at  more  than  belongs  to  him,  justly  deserves  to  lose  what  he  has. 


22.    

He  I    deserves 


to    lose 


that 


lie 


that 


ca  tcli  eft 


Jias. 


at — more 


NOTE. — In  1,  "since  November"  is  a 
second  class  adverbial  element,  modify- 
ing the  predicate  adjective  "ill."  In  2, 
"provided"  is  a  subordinate  conjunc- 
tion ;  it  connects  the  adverbial  clause  to 
"  will  go."  In  3,  "  still"  is  a  verb.  In  4, 
"still"  is  an  adverb.  In  6,  "anywhere" 
is  an  adverb  modifying  "  does  live; "  " in 
Ohio"  modifies  "anywhere."  In  9, 
"and"  connects  the  phrases;  "what"  is 
an  adverb,  each  one  modifying  its 
phrase.  Some  authors  consider  "what 
and  ivhat"  the  compound  basis  of  the 
adverbial  element.  In  10,  "as"  is  a  rel- 
ative pronoun.  In  11,  in  my  judgment, 
"then"  is  an  introductory  conjunction. 
In  12,  "round"  is  an  adverb.  In  13, 
"round"  is  a  noun.  In  15,  "out"  is  a 
predicate  adjective.  In  16,  "ivhether" 
is  an  obsolete  interrogative  pronoun, 
equals  "which."  In  18,  "ye"  is  in  the 
absolute  case  by  address,  and  "saints" 
is  in  apposition  with  "ye."  "His"  is  a 

possessive  pronoun,  object  of  "of;"  or  it  is  a  personal  pronoun  in  the  possessive  case 
some  noun  understood.    In  18,  "expect"  is  a  subordinate  conjunction  - 


than 


(that 


(which) 


belongs 


to — him. 


clause  to  "  car*come."  In  18,  "to  lie"  is  a  second  class  adjective  element  modifying  "me.  In 
20,  "yet"  is  a  co-ordinate  conjunction  connecting  the  clauses;  or  supply  the  conjunction,  and 
Darse  " vet"  as  an  adverb  modifying  "do  perform." 

24.  Dreaming,  she  knew  it  was  a  dream. 


parse  "yet 

23.  All  this  I  heard  as  one  half  dead ;  but  answer 
had  I  none  to  words  so  true,  save  tears  for  my  sins. 

23. 
/  |         heard, 


he  \    Knew 

n-as  —  dream. 

1 

Dream  in  f/f 

it 

a\ 

25.  I  have  told  what,  and  how  true  thou  art. 

25. 1 

I  \   have  told 


[for — shis^ 


tny 


(than)  I    (art)  — 


and 


thou 


art.  —  true 


104 


GRAMMAR  AND  ANALYSIS 


27.  The  paths  of  glory  lead  but  to        28.  Kings  will  be  tyrants  from  policy  when  subjects  are 


the  grave. 
27. 
paths    I     lead 


rebels  from  principle. 


28. 


Kings  \    will  be  —  tyrants 


The 


of— glory 


to — grave. 


{j-rorn — policy 
subjects  I   are — rebels 


tv hen 


from —  principle. 


26.  He  thought  only  of  his  subject. 

26. 
He  \    thought 


f 


-subject. 


on/?/ 


his 


29.  Angling  is  somewhat  like  poetry:    men 
are  apt  to  be  born  so. —  Walton. 

29. 
Anc/ling  \    is  —  like 

|  sonieii'hat]{   (to)— poetry: 
(and) 

men  \    ctre  —  apt 

I  to  be  born 


30.  And  the  final  event  to  himself  has  been  that,  as  he  rose  like  a  rocket,  he  fell  like  the  stick. 


NOTE. — In  26,  "  only  "  is  an  ad- 
verb; it  modifies  "  of  subject,"  the 
basis  of  the  phrase.  In  27,  "  but 


And 


30. 


event   \  has  been 1  he      fell 


is  an  adverb  modifying  "  to  grave,"   /*"<**, 
the  basis  of   the  phrase.     In  29,         tht 
" like"  and   "apt"  are  predicate 
adjectives.     In  30,    "And"   is  a 
conjunction  introducing  the  prin- 
cipal proposition;    "that"  intro- 
duces the  predicate  clause  ;  "  like  " 
and  "  like"  are  adverbs. 


«*-,   03 


tiiat, 


> — himself 


he 


like 


stick. 


tlie 


like 


(to)  —  rocket, 


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MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


105 


34.   I  paid   thirty-seven  and  a  half 
cents  for  butter  this  morning. 


34 

I   |  paid 


35.  Wheat  is  two  dollars  a  bushel. 


35. 
Wheat  J  is (worth} 


cents 


thirty-seven  and  a  halfl 
for — butter 
(  )  —  morninf/. 


.8 


(  ) — dollars 


) — bushel. 


35.  He  ran  the  train  at  the  rate  of  forty 
miles  an  hour. 

36. 
He  \    ran 


37.  The  more  I  see  of  him  the 
better  I  like  him. 


36.  (Old  ed.)  That  hill  is  four  miles  off.        38.  Let  your  communication  be  yea,  yea,  and  nay,  nay. 


36. 


hill 


—  off. 


38. 

(yon)  I  Let 


(  ) — miles 


communication 


(to)  be — yea, yea,               nay,  nay. 
and 


39.  As  far  as  the  east  is  from  the  west,  so  far  hath 
He  removed  our  transgressions  from  us. 


He   I  hath  removed 


-transgressions 


our 
from  —  us. 


cast 


is— far 


As 


from west, 


the 


41.  It  is  good  for  us  to  be  here. 


-•        41. 
for  —  us   I  is  —  good 


to      be 

\here. 


NOTE. — In  34,  "  thirty-seven  and  a  half"  is 
a  numeral  adjective.  In  35,  "is  (priced)"  or 
"  is  (quoted)"  may  be  considered  the  predicate. 
In  36,  "off"  is  a  predicate  adjective.  In  37, 
"  the"  and  "the"  are  correlatives  in  thought; 


the  first  "the"  in  the  sentence  is  a  conjunc- 
tive adverb,  equals  "as;"  it  modifies  "tnore" 

The 

M wo._,_ ,  .  the 

expressions  "yea,  yea,"' arid  ""nay^nay "'should  be  parsed  as  nouns;  they  are  objective  in  the 
predicate  with  "(to)  be."     In  41,  to  my  mind,  "for"  is  an  introductory  preposition. 


live   uuveru,  t^utno      «o ,        IL  ujuuuiea       »/«. 

as  an  adjective,  and  connects  the  third  class  adverbial  element  to  the  adverb  "^better." 
second  "the"  is  an  adverb  of  degree,  or  an  intensive  adverb;  it  modifies  "better^      In  38, 


106 


GRAMMAR  AND  ANALYSIS 


40.  Therefore,  if  thine  enemy  hunger,  feed  him;   if  he  thirst,  give  him  drink:    for  in  so 
doing,  thou  shalt  heap  coals  of  fire  on  his  head. 

Th  ere  fore, 

(thou) 


42.  Consider  the  lilies  of  the  field,  how  they 
grow ;  they  toil  not,  neither  do  they  spin. 


42. 


(yon)  I    Consider 


they 


grow; 


lilies 


of— field, 


(for) 


they 


toil 


neither 


(not. 


they 


do  spin. 


43.  A  little  one  shall  become  a  thousand, 
and  a  small  one  a  strong  nation. 


one  l   shall  become— a  thousand. 


little 


land 


!££J 

JLJ 


one    I  (shall  become) — nation. 
•mall 


NOTE.— In  40,  "therefore"  is  an  introductory 
conjunction;  or  an  adverb  modifying  "feed"  and 
"give"  In  43,  "a  thousand"  is  a  numeral  adjec- 
tive ;  it  is  used  as  a  noun,  nominative  case,  in  the 
predicate. 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


107 


44.  If  I  forget  thee,  0  Jerusalem,  let  my  right  hand  forget  45.  Hitherto  shalt  thou  come, 

her  cunning.  but  no  further. 


O         Jerusalem, 


44. 


46.  Yet  man  is  born  unto  trouble,  as  the 
sparks  fly  upward. 

46. 

Yet 

man   \  is  born 


47.  "Madam,"  said  I,  emphatically,  "  you  arc 
in  error." 

47. 

I,   I  said 


unto — trouble, 


sparks  \   'fly 


you 


are —  1    In — 


emphatically , 


48.  How  feeble  were  the  attempts  at  planting  towns,  is  evident  from  the  nature  of  the 
tenure  by  which  the  lands  near  the  Saco  were  held.— Bancroft 


a  ttcmpts 


the.  I 


were —  feeble 


48. 


How 


—  evident 


from  —  nature 


at  —  planting 


towns, 


48.  (Old  ed.)  One  fault  he        49.  This  is— what  shall  we  call  it? 
has ;  I  know  but  only  one. 

48'~  49. 

{This   I   is— (      ) 


he  I    has-, 


(and) 

I 


fatilt 


One 


know 


only] 
but 


we   I  shall  call 


50.  It  is  he,  even  he. 

50. 
It   I   is — he, 

[     ~r 

even 

u 


•it? — tvhat 


108 


GRAMMAR  AND  ANALYSIS 


53.  The  garret  was  filled  with  broken  chairs,  cast-off  garments,  and  what  not. 
63. 


garret    \  was  filled 


The 


with cJfairs,  f^v^th) — garments,         ,  (with) — what  not. 

1 — (and) ' 1 and 

'broken]  cast-off  \ 


55.  No  quips,  now,  Pistol :  indeed  I  am  in  the  waist  two  yards  about. 
Pistol:  MQM't 

55.  55. 


(yon) 

(ffive) 

I 

am  —1  in 

Waist 

(to— 

quips, 

in 

deed) 

about 

\_^ 

8 
I/  )—  yards 

JVoJ 
v») 

two  \ 

56.  He  that  will  not  when  he  may, 
When  he  would,  he  shall  have  nay. 


58.  (Let  beeves  and  homebred  kine  partake 

The  sweets  of  Burn-mill  meadow;) 
The  swan  on  still  St.  Mary's  lake, 
Float  double,  swan  and  shadow. —  Wordsworth. 

58. 


that 

will  (do) 

(you  \  letT} 

6 
^      sivan. 

he 

notj 
may  ,  (do) 

Kfi 

he       shall  have 

The  J  i 

12 
((  to)  Float  —  double, 

[    when 

he      irould,  (do) 

6> 
nay.                                                j 

on  —  lake, 

1   St.Mary's  ) 
still) 

When 

swan               shadow. 
'ana 


51.  He  was  not  even  invited  to  be  present.  57.  For  what  is  worth  in  anything 

But  so  much  money  as  'twill  bring?— Butler. 

51.  12  For  57. 

He  \   was  invited  to  he — present.  i  worth  i   i8 


\                   even  J 

710* 

1 

19 

But  —  monei 

54.  How  long  was  it  be 
three  qua 

fore  the  man  came  to?—  About                  in  f/t1- 

nff                           much] 

t'lei's  of  an  hour.                                            °  -        '   i 

54. 
it       was  lonfj 

so  J 

it      will  brinff? 

tnan       catne  to? 

Hole] 

as 

IZi^J                      before 

54.                         z 
(it         was)  quarters 

three  \ 
About  \  'l         of—  hour. 

i8                              an] 

MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


109 


59.  Here  lies  what  once  was  Matthew  Prior : 

The  son  of  Adam  and  Eve : 
Can  Bourbon  or  Nassau  claim  higher?— Matthew  Prior. 

59. 
that     I      lies 


which 


was — Matthew  Prior: 


59. 


Bourbon  _  Nassau   \    Can  claim 


higher? 


of —  Adam        ,(  of)  —  Eve: 

• and  ^— — ^—^—~ 


60.  I  can  not  tell  what  you  and  other  men 
Think  of  this  life ;  but  for  my  single  self, 
I  had  as  lief  not  be  as  live  to  be 
In  awe  of  such  a  thing  as  I  myself. — Shakespeare. 


60. 


tell 


that 


you 


"but 


Think 


which 


of— life; 


had     be 


for— self, 


lief 


would)  live 


NOTE. — In  46,  "yet"  may  be  considered  an 
adverb,  modifying  "is  born."  In  47,  "Madam, 
you  are  in  error,"  is  the  object  of  "said;'1 
"Madam"  is  an  attendant  element  with  the 
object  clause.  In  48,  "how  feeble  were  the  at- 
tempts at  planting  towns  "  is  a  substantive  clause; 
it  is  the  subject  of  the  proposition.  "Near" 
may  be  considered  a  preposition  if  preferred. 
In  49,  "what"  is  an  attributive  object.  In  48, 
(old  edition,)  to  my  mind,  "but"  and  "only" 
are  adverbs,  modifying  "one"  as  an  adjective. 
In  50,  "even"  is  an  index  of  apposition;  or  an 
adverb  if  the  sentence  is  made  compound.  In 
51,  "present"  is  a  predicate  adjective  after  the 
complex  copula  "was  invited  to  be ; "  " not "  and 
"even"  are  adverbs  modifying  "was  invited  to 
be,"  or  "  was  invited."  In  52,  "  good  "  and  "so" 
are  predicate  adjectives;  "  now  "  modifies 
"good."  In  53,  "what  not"  is  a  noun.  In  54, 
"came  to"  equals  "re- 
vived / "  "  before  "  is  a  rel- 
ative adverb.  In  55,  in 
my  judgment,  "wow"  is  an 
expletive  adverb.  Some 
of —  thinff  authors  consider  it  a  mod- 
ifier of  "(give)."  In  56, 
"He  that  will  not  when  he 
may"  is  a  complex  atten- 
dant element;  "he"  is 
the  basis,  and  is  in  the 
absolute  case  by  pleo- 
nasm. In  56,  (old  edi- 
tion,) "somewhat"  is  an 
adverb ;  it  modifies  the 
predicate  adjective  "fond"  understood.  In  57,  "as"  is  a  relative  pronoun;  some  authors 
consider  it  a  conjunctive  adverb.  "For"  is  an  introductory  conjunction,  and  "worth"  is  a 
noun.  In  58,  the  context  shows  that  "swan"  is  the  object  of  "let;"  "double"  is  a  predicate 
adjective  after  "  (to)  float."  In  59,  "  higher  "  is  an  adjective  used  as  a  noun  ;  or  supply  "  lineage." 
Sentence  59  (old  edition)  is  incorrect ;  "  such  "  should  be  "very."  In  60,  "  had  "  equals  "  would," 
and  "  be  "  equals  "  exist; "  "  at  "  is  a  relative  pronoun,  nominative  case  in  the  predicate.  In  61, 
"a  thousand"  is  an  adjective  used  as  a  noun;  or  supply  "ideas." 


to  be—       In — awe 


(am)  —  as 


in  if  self. 


110 


GRAMMAR  AND  ANALYSIS 


61. 
(tlioii)  [     Think 


Think  for  thyself— one  good  idea, 
But  known  to  be  thine  own, 

Is  better  than  a  thousand  gleaned 
From  fields  by  others  sown.—  Wilson. 


62.  So  we  were  left  galloping,  Joris  and  I, 

Past  Looz  and  past  Tongres,  no  cloud  in  the  sky : 
The  broad  sun  above  laughed  a  pitiless  laugh ; 
'Neath  our  feet  broke  the  brittle  bright  stubble  like  chaff; 
Till  over  by  Dalhem  a  dome-spire  sprang  white, 
And  "Gallop,"  gasped  Joris,  "for  Aix  is  in  sight."— Browning. 
62. 
we  I   were  left —  galloping, 


Jc 

cloud 

(teas) 

Past  —  ~Looz 

M^     past—Tongres, 

dome-spire 

iprang 

Is 

no] 
sun 

(when) 

SJ  [tvhite, 
And 

Till 

»d)                  ij*  —  *kV: 

IB 

over  by  —  Dalhent, 

tlte\ 

laughed 

Joris,      { 

)  asped 

broad] 
The 

lauahf 

(yo^l)       "Gallop," 

—  '     abi 
(an 

stubble 

d}           pittiless] 

4, 

[  Aix 

broke 

Galloping  "  is  a  present  active  p 
on  of  a  predicate  adjective  a 
ft."     "Past  Looz  and  past   Ton 
ial  element  of  the  second  clas 
parsed  separately,  if  preferre 

in  —  sightl" 

brittle] 
bright 

(trlienj 

>Neatt«—feet 

articiple  ;  it  has 
fter  the  passive 
gres"  is  a  com- 
s.  "Over11  and 
d. 

the) 

our\ 
like 

ISOTE.  —  ' 

the  construct] 
verb  "were  le 
pound  adverb 
"by"  may  be 

ftoj—chafi 

MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


Ill 


63.  This  well  may  be 

The  Day  of  Judgment  which  the  world  awaits; 
But,  be  it  so  or  not,  I  only  know 
My  present  duty,  and  my  Lord's  command 
To  occupy  till  he  come.     So  at  the  post 
Where  he  hath  set  me  in  his  providence, 
I  choose  for  one  to  meet  him  face  to  face,— 
No  faithless  servant  frightened  from  my  task, 
But  ready  when  the  Lord  of  the  harvest  calls. 

—  Whitti&r. 


63. 


This   I  may  be — Day  of  Judf/ment 


63. 
I       I     choose 


112 


GRAMMAR  AND  ANALYSIS 


S3  *  ^ 

§i~ 


i 


^ 

OB 

a 

j*~ 

1 1 

^^ 

=« 

O  o 

'^  1-3 

HH    W 
..ft 

c  s 

1* 

«  2 
«^ 


HS 


£ 

55- 

•Sfs 

~*^  si 

1 

W|l 

g^, 

IL    si  ^ 

1 

-  -S^T 
«5^ 

<*•• 

1JH  !  If 

—  ^ 

|?l 
^^ 

n 

i     J 

fe 

i            -o  *:£ 

i 

J     w^ 

i 

81    "S 

"i.  —  \        c  ^  s 
f  5!      d  ^  S 

1  5 

6              -*J~  02 

s     12 

.    Ili 

i:  yi 

i 

4 

L 

»   =      °J 
tj    11 

TTi     CO 

| 

»l 

.,  I  a 

§                           ^c§ 
^—  v                    aSfl, 

ITI         aT     gl 

1 

I  «i       :is 

f)  «|          •       s§ 

I 

% 

I              'ir% 

-v                                                                  "n  3 

•~ 

* 

S£                  N    - 
r<                  ^" 
| 

I- 

*\           N 

5'             s^: 

-*s 

e 
« 

«k» 

1  nunt  1 

t 
•a 

v 

<g  fl  « 

3     S> 

S                 all 

-    s           l»§ 

1 

ta 

^^ 

HGQ 

?£i 

51 
^> 

II                 *£l 

*\                           Is5 

§ 

'-Z 

1        » 
T3          < 

e 

* 

2- 

1 

% 

^v 

»  s  —  —  • 

*           '•v 

e                                5  ° 

*•!                      5^'d 
—                       a03"^ 

saa 

llj. 

0^ 

s 

s-           5 
§ 

III 

1 

^ 

*|1 

S 

N- 

^^ 

=«g^ 

MADE  EASY  AND   ATTRACTIVE  BY  DIAGRAMS. 


113 


SENTENCES  FROM  OTHER  GRAMMARS. 
1.  He  appeared  as  agent.  2.  I  shall  go  myself  or  send  some  one. 

1.                                <**  2. 

He  I    appeared I   agent. 


shall  ffo        (shall)  sevtcl 

_______  or  _______ 


myself 


the  complex  compoun    _ 

icate;  "shall  go  or  (shall)  send"  is  the  simple  compound  predicate;  '•'•shall  go,"  the  first  member,  is 
unmodified;  "(shall  send)"  the  second  member,  is  modified  by  "some  one,'1  a  complex  objective 
element  of  the  first  class;  "one"  is  the  basis  modified  by  "some,"  a  simple  adjective  element  of 
the  first  class.  "  Or"  connects  "shall  go"  and  "(shall)  send." 

3.  The  Spartan  youth  were  accustomed  to  go  barefoot. 

3. 
youth   |  were  accustomed — to  go 


Spartan 


The 


barefoot. 


NOTE.— 'Ms"  is  a  subordinate  in- 
troductory conjunction;  it  introduces 
the  predicate  noun  "agent"  as  the 
attribute  of  the  proposition.  If  agent 
is  put  in  apposition  with  "  he,"  "  as  " 
is  an  index  of  apposition. 


4.  Hampden  placed  himself  at  the  head  of  his  countrymen,  and  across  the  path  of  tyranny. 
Hamwden     \        placed 


at  _  head  nna 


himself 


across — path 


the 


the 


of—  countrymen, 
his 


of — tyranny. 


5.  Recounting  the  dark  catalogue  of  abuses  already  suffered,  and  appealing  to  the  Supreme 
Judge  of  the  world  for  the  rectitude  of  their  intentions,  they  shook  off  forever  their  allegiance 
to  the  British  crown  and  pronounced  the  United  Colonies  an  independent  nation. 
5. 


they   |  shook  off 


and 


/pronounced 


allegiance 


United  Colonies 


-  nation . 


the         independent 


to — crown , 


Recounting 


-  and 
catalogue 


appealing 


for — rectitude 


the  \ 
to Supreme  Judge 


of— Intentions, 


of— 


of — abuses 


[  suffered, 
already ) 


Dia.— 8. 


114 


GRAMMAR  AND  ANALYSIS 


6.  Alfred  the  Great  was  not  only  the  King,  but  the  father,  of  his  people. 
6. 


Alfred  \    tvas King,  father, 

* rbu't- 


only 


the  J 


great 


the] 


the] 


of— -people. 


NOTE.— In  3,  "to  go,"  in  my  judgment,  is 
an  infinitive  used  as  a  noun  in  the  predicate 
after  the  passive  verb  "  were  accustomed." 
"Barefoot"  is  an  adverb,  and  modifies  "to 
go"  as  a  verb.  In  4,  " at  the  head  of  his 
countrymen,  and  across  the  path  of  tyranny"  is 
a  complex  compound  adverbial  element  of 
the  second  *  class  of  place,  and  modifies 
"placed."  In  5,  "shook  off"  is  a  compound 
verb;  "United  Colonies"  is  the  primary  ob- 


ject, and  "nation"  is  the  attributive  object  of  "pronounced." 

7.  To  attempt  to  work  upon  the  vulgar  with  fine  sense,  is  like  attempting  to  hew  blocks 
of  marble  with  a  razor. 


To       attempt 


7. 


is 


like 


to  work 


(to) — attempting 


with  — 


fine 
upon  —  vtilgar 


the 


to  hew 


blocks 


of — ^marble 


with — razor. 


8.  Does  the  bright  sun  grow  dim  in  the  heavens?        10.  The  moment  the  boat  touched  the 

shore,  he  was  on  "  terra  firnia." 

8-  10. 


sun  I    Does  grow — dim 


he 


was 


bright]        1 
the  J 

T 

in  h  eaven  s? 

on  —  terra  firma." 

the] 

boat 

touched 

the\ 

The  moment 

shore, 

l 

9.  "  King  of  Morven,"  Carthon  said,  "I  fall  in  the 
midst  of  my  course." 

9 

Carthon  I    said, 


'King 


of—  Morven," 


fall 


in — midst 


the] 


12.  I  neither  knew  what  I  was,  where 
I  was,  nor  from  whence  I  came. 


12 

I  I  knew 


neither 

J    I     was,  —  what 

(nor} 

T         was, 


where 


of — course. 


from  tchence 


MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


115 


11.  The  more  eminent  men  are,  so  much  the  more  condescending  they  should  be  to  the  humble. 

11-  ,2 

they    I  should  be — more  condescending 


so  much  the 


12 
are, —  more  eminent 


to—  humble. 


13.  Whom  the  shoe  fits,  let  him  put  it  on.      14.  He  had  more  money  than  he  knew  what  to  do  with. 

14.. 
He 


(you)  \     let 

shoe 

\ 

him 

fits,  1 

(to)      put 

the] 

Whom 

[on. 

it 

15.  Burns'  centenary  dinner  occurred  on 
the  same  day  as  my  birthday. 

15. 
dinner   \  occurred 


than 


he 


Tenetv 


to  do 


centenary] 
Burns' 


on — day 


I  with. —  ii'hat 

NOTE.— In  7,  " to  attempt,"  " to  work,"  and  "  to  hew"  are 
infinitives  having  the  construction  of  nouns;  "  like  "  is  a 
predicate  adjective.  In  8,  "  does  grow"  is  an  impure  cop- 
ula ;  "  dim  "  is  a  predicate  adjective.  In  9,  "  King  of  Mor- 
ven"  is  an  attendant  element  with  the  object  clause.  In 
10,  "the  moment"  is  a  conjunctive  adverb.  In  11,  '•'•the" 
and  " so  much  the "  are  correlatives;  "so  much  the"  is  an 
adverbial  phrase,  equals  "exceedingly;11  it  modifies  the 
adjective  "  more  condescending."  "  The"  is  a  conjunctive 
adverb,  equals  "as;"  it  modifies  "more  eminent,"  and 
connects  the  adverbial  clause  to  "  more  condescending." 
16.  The  men  whom  men  respect,  the  women  whom  women  approve  are  the  men  and 
women  who  bless  their  species. — Parton. 

16. 


birthday, 


(occurred) 


(on)  —  as 


men         _.  women 

(and)  . 


respect) 


whom 


women      approve 


whom 


are 


men         women 

•——  and  i 


17.  We  wondered  whether  the  saltness  of  the  Dead  Sea  was 
not  Lot's  wife  in  solution.— Curtis. 

17. 

We   I   wondered 


18.  Is  that,  that  that,  that  that 
boy  parsed  ? 
18. 
that,  I  Is — thatj 


»  ether 


saltness 


was — ivife 


boy 


not 


parsed? 


that 


in — solution. 


of — Dead  Sea 
the] 


116 


GRAMMAR  AND  ANALYSTS 


19.  Socrates,  than  whom  there  was  no  wiser  philosopher, 
said  religion  is  a  reality. 
19.  g 
Socrates,     said  1  .                                                          > 

(tvonld  be  doing} 
t^ 

1    <religion\is  —  reality. 

Sat                  |~~3                        § 

^philosopher,       .was                                                                                          ,a 

"wiser  j     moj                                                                                                             & 

than        X*                                                                                                                       "* 
(^    w*o^W»)   (•was  —  ^vise')                                                                                  § 

MM 

3         ^ 
NOTE.  —  "  Than  whom  there  was  no  wiser  philosopher  "is                       -73 
an  attendant  element.                                                                                  "3       5 
o       *2 
20.  He  did  not  wish  to  seem  to  be  agitated. 
°0                      -..,                                                                      £      .* 

He  I    did  wish                                                                       ^    «  — 

*><>tj             t0  seem  —  to  be  agitated.                                             •£ 

22.  He  that  glorieth,  let  him  glory  in  the  Lord.—  Bible.                24.  How  could  she  but  be  sad? 
He 

that  1  glorteth, 

00                                                                                                                            Of? 

(you)  1    *<?£_                                                          fijie  tcould  be  —  sad? 

him 

[  but 

1 

|  (to)      glory                                                 How 

|  in—  Lord. 

thrj 

24.  He  is  supposed  to  be  the  author  of  the  book.                      26.   The  upright  man  is  indeed 
what  he  appears  to  be. 

2^.                                                                                                                 W. 
He       is  supposed  to  be  —  author                                       wan       is  —  that 

the  J                                                    upright  J 
of  book.                         

[  indeed 

the  J 
he      appears  to  be.  —  which 

25.  I  have  three  horses,  namely:  Jim,  Rock,  and  Selim.      21.  Ah  me!    the  ground  is  gone  on 
which  we  stood,  Lorenzo. 

25.    Ah  rt\el    T^orenzo.      _ 

~T 

three) 
\                                                                       we      stood, 

namely: 
|                                                                                           |^  on  —  which 

Jim,  .         .  Sock,         ,  Selim. 

*-_               -/jmrJ\            -,            ft1\rl 

MADE  EASY  AND  ATTRACTIVE  BY  DIAGRAMS. 


117 


28.  Him,  Tubal  named,  the  Vulcan  of  old  times, 
The  sword  and  falchion  their  inventor  claim. 

28.     . 

sivord      ,  falchion   \  claim. 

and    i  i   .  ' 


29.  To  be  a  poet  in  despite  of  nature  is 
very  difficult. 

29. 
To  be poet  I   is — difficult. 


30.  His  being  true  to  his  friends  is  to  be 
praised. 

30. 
being — true    \  is  —  to  be  praised. 


to — friends 


NOTE. — In  12,  "neither"  and  "nor"  are  correlative  conjunctions;  "neither"  introduces  the 
compound  object  clause,  and  "nor"  connects  the  members.  In  15,  "as"  is  a  relative  pronoun, 
equals  "which."  In  17,  "whether"  is  an  introductory  conjunction;  it  introduces  the  object 
clause.  In  19,  by  a  figure  of  syntax  called  enallage,  "whom"  the  objective  form,  is  used  for 
"~whf>."  In  20,  "to  seem  to  be  agitated"  is  an  abridged  expression,  and  is  the  object  of  "did 
wish;"  "to  be  agitated"  has  the  construction  of  a  predicate  adjective;  it  belongs  to  "he."  In 
22,  "  he  that  glorieth  "  is  a  complex  attendant  element ;  "  he  "  is  in  the  absolute  case  by  pleonasm. 
In  23,  "but"  is  an  adverb,  equals  "not."  In  24,  "author"  is  in  the  nominative  case  in  the  pred- 
icate, after  the  complex  copula  "is  supposed  to  be."  In  25,  "namely"  is  a  subordinate  conjunc- 
tion, used  as  an  index  of  apposition;  "Jim,"  "Rock,"  and  " Selim"  are  in  apposition  with 
"horses."  In  26,  "what"  is  a  double  relative,  equals  "that  which;"  "that,"  the  antecedent  part, 
is  a  pronominal  adjective  used  as  a  noun ;  it  is  in  the  nominative  case  in  the  predicate  of  the 
principal  proposition.  "Which"  the  relative  part,  is  a  relative  pronoun  in  the  nominative  case 
in  the  predicate  of  the  subordinate  proposition,  after  the  complex  copula  "appears  to  be;" 
"which"  is  also  the  connective,  connecting  the  adjective  clause  to  "  that."  In  27,  "  ah  me"  is  a 
phrase  used  as  an  interjection;  it  is  an  attendant  element.  In  28,  "inventor"  is  in  the  objective 
case  in  apposition  with  "him;"  "Tubal"  is  in  the  objective  case  in  the  predicate  of  the 
abridged  proposition,  after  the  participle  "named;"  "  Vulcan"  is  in  the  objective  case,  in  appo- 
sition with  "  Tubal."  In  29,  "  to  be  poet,"  the  basis  of  the  phrase,  is  used  as  a  noun,  subject  of 
the  proposition;  "  to  be"  is  a  verb,  etc.;  it  is  here  "used  to  introduce  the  substantive  or  noun 
phrase  "to  be  a  poet,"  etc.;  "poet"  is  in  the  nominative  case  in  the  predicate  of  the  abridged 
proposition,  "to  be  a  poet  in  despite  of  nature."  "In  despite  of  nature"  is  a  complex  adverbial 
element  of  the  second  class  modifying  "to  be."  In  30,  "being  true,"  the  basis  of  the  phrase,  is 
used  as  a  noun,  subject  of  the  proposition;  "being"  is  a  present  participle,  etc.;  it  is  here  used 
to  introduce  the  substantive  phrase  "  being  true,"  etc.;  "true"  is  an  adjective  in  the  predicate  of 
the  abridged  proposition.  "  To  his  friends"  is  an  adverbial  element  modifying  "true;"  "his" 
is  an  adjective  element  of  possession,  and  modifies  "being  true."  "  To  be  praised"  is  used  as  a 
predicate  adjective,  equals  "praiseworthy." 


118  GRAMMAR  AND  ANALYSIS  MADE  EASY  BY  DIAGRAMS. 


SENTENCES  TO  BE  DIAGRAMMED,  ANALYZED,  AND  PARSED. 

1.  "Truth  is  the  highest  ornament  of  youth." 

2.  "  One  to-day  is  worth  two  to-morrows." 

3.  "Sunday  is  the  golden  clasp  that  binds  the  volume  of  the  week." 

4.  "Deeds  are  fruits;  words  are  but  leaves." 

5.  "He  who  resolves  to  do  right  has  God  on  his  side." 

6.  "Sands  form  the  mountain;  moments  make  the  year." 

7.  "Spare  moments  are  the  gold-dust  of  time." 

8.  "The  gloomiest  mountain  never  casts  a  shadow  on  both  sides  at  once." 

9.  "Let  your  life  be  like  a  snow-flake,   which  leaves  a  mark,  but  not  a  stain." 

10.  "Thou  must  be  true  thyself,  if  thou  the  truth  wouldst  teach; 

It  needs  the  overflow  of  heart  to  give  the  lips  full  speech." 

11.  It  is  better  to  inspire  the  heart  with  a  noble  sentiment  than  to  teach  the  mind  a  truth 

of  science. — Edward  Brooks. 

12.  Lost,  yesterday,  somewhere  between  sunrise  and  sunset,  two  golden  hours,  each  set  with 

sixty  diamond  minutes.     No  reward  is  offered,  for  they  are  gone  forever.— Horace 
Mann. 

13.  "  Count  that  day  lost  whose  low-descending  sun 

Views  from  thy  hand  no  worthy  action  done." 

14.  Moderation  is  the  silken  string  running  through  the  pearl  of  all  virtues.—  Bishop  Hall. 

15.  Little  minds  are  tamed  and  subdued  by  misfortune,  but  great  minds  rise  above  it. 

—  Washington  Irving. 

16.  "  Your  character  can  not  be  essentially  injured,  except  by  your  own  acts." 

17.  A  good  book  is  the  precious  life-blood  of  a  master-spirit,  embalmed  and  treasured  up  on 

purpose  to  a  life  beyond  life.—  John  Milton. 

18.  Recollect  that  trifles  make  perfection,  and  perfection  is  no  trifle. — Michael  Angelo. 

19.  "This  life  is  only  the  portico  of  existence." 

20.  "Live  truly,  and  thy  life  shall  be 

A  great  and  noble  creed." 

21.  "Oh!  gold  is  great,  but  greater  far 

Is  heavenly  sympathy." 

22.  More  things  are  wrought  by  prayer 
Than  this  world  dreams  of.     Wherefore 

Let  thy  voice  rise  like  a  fountain  for  me  night  and  day. —  Tennyson. 

23.  The  diminutive  chains  of   habits  are  seldom  strong  enough  to  be  felt  until  they  are  too 

strong  to  be  broken. — Dr.  Johnson. 

24.  If  you  can  not  on  the  ocean  25.  "How  sweet  'twill  be  at  evening 

Sail  among  the  swiftest  fleet,  If  you  and  I  can  say, 

Rocking  on  the  highest  billows,  '  Good  Shepherd,  we  've  been  seeking 

Laughing  at  the  storms  you  meet;  The  lambs  that  went  astray; 

You  can  stand  among  the  sailors,  Heart-sore  and  faint  with  hunger 

Anchored  yet  within  the  bay,  We  heard  them  making  moan, 

You  can  lend  a  hand  to  help  them,  And  lo!   we  come  at  night-fall 

As  they  launch  the  boats  away.— Mrs.  Gates.  Bearing  them  safely  home.'  " 


REVISED  READERS  AND  SPELLER, 

THE   POPULAR  STANDARD. 


CHARACTERISTIC    FEATURES: 


1.  Adaptation  to  Modern  Methods. 

2.  Careful    gradation    of  the   Series,   and    of 

each  book  of  the  Series. 

3.  Introduction  of  carefully  engraved  Script 

Lessons. 

4.  The  most  familiar  system   of  Diacritical 

Marks  is  brought  into  consistent  use. 


5.  Greater  variety  of  the  best  Heading  Matter 

than  is  found  in  any  other  series.    More 
than  2OO  Authors  are  represented. 

6.  Superior  Illustrations. 


'pography,  printing,  and  binding  of  the 
test  and  most  durable  style. 


PROF.  DAVID  SWING'S  OPINION  OF  MCGUFFEY'S  READERS, 

Extract  from  a  sermon  by  Prof.  Swing  at  Chicago  Central  Church,  Chicago, 
reported  for  the  Chicago  Tribune : 

"  The  world  is  always  changing  its  courses  of  education.  Once  its  studies  were  three — 
Greek,  Latin  and  Mathematics.  Of  late  years  it  has  said:  ' Let  us  have  less  of  dead  language, 
and  more  of  the  living  tongues ;  let  us  have  more  of  chemistry  and  the  applied  sciences.'  If, 
therefore,  there  are  no  prescribed  branches  of  absolutely  unavoidable  quality,  why  not  enlarge 
the  study  of  human  life,  and  lead  the  young  minds  all  over  that  kind  of  action  and  thought 
which  have  made  man  great  and  good  ?  When  any  of  you  old  persons  look  back  at  the  early 
education  of  life,  you  perceive  at  once  that  your  best  notions  did  not  come  by  way  of  the  arith- 
metic or  the  geography,  but  from  what  books  of  moral  and  of  high  purpose  may  have  fallen 
into  your  young  hands. 

"  Much  as  you  may  have  studied  the  languages  or  the  sciences,  that  which  most  affected  you 
was  the  moral  lessons  in  the  series  of  McGuffey.  And  yet  the  reading  class  was  filed  out  only 
once  a  day  to  read  for  a  few  moments,  and  then  we  were  all  sent  to  our  seats  to  spend  two  hours 
in  learning  how  to  bound  New  Hampshire  or  Connecticut,  or  how  long  it  would  take  a  grey- 
hound to  overtake  a  fox  or  a  hare  if  the  spring  of  each  was  so  and  so,  and  the  poor  fugitive  has 
such  and  such  a  start.  That  was  perhaps  well,  but  we  have  forgotten  how  to  bound  Con- 
necticut, and  how  to  solve  the  equation  of  the  field  and  thicket ;  but  up  out  of  the  far-off  years 
come  all  the  blessed  lessons  in  virtue  and  righteousness  which  those  reading  books  taught ;  and 
when  we  now  remember  how  even  these  moral  memories  have  faded,  I  can  not  but  wish  the  teachers 
had  made  us  bound  the  States  less,  and  solve  fewer  puzzles  in  'position'  and  the  '  cube  root,' 
and  have  made  us  commit  to  memory  all  the  whole  series  of  the  McGuffey  Eclectic  Readers. 

"The  memory  that  does  come  up  from  those  far  away  pages  is  full  of  the  best  wisdom  of 
time  or  of  the  timeless  land.  In  those  books  we  were  indeed  led  by  a  schoolmaster  from 
beautiful  maxims  for  children  up  to  the  best  thoughts  of  a  long  line  of  sages,  and  poets,  and 
naturalists.  There  we  all  first  learned  the  awful  weakness  of  the  duel  that  took  away  a  Ham- 
ilton ;  there  we  saw  the  grandeur  of  the  '  Blind  Preacher '  of  William  Wirt ;  there  we  saw  the 
emptiness  of  the  ambition  of  Alexander,  and  there  we  heard  even  the  infidel  say,  'Socrates  died 
like  a  philosopher,  but  Jesus  Christ  like  a  God.'  " 

Prof.  Swing  wrote  to  the  publishers  concerning  the  above  tribute  to  McGuffey1  s  Readers: 

"  I  am  willing  that  any  words  of  mine  upon  education  shall  be  used  anywhere,  for  the  edu- 
cation of  the  children  is  the  chief  end  of  man. 

"  All  of  us  older  men,  who  no  longer  assemble  at  the  school-house,  can  not  but  see  that  the 
children  of  this  generation  are  having  better  buildings,  and  better  teachers,  and  better  books 
than  we  enjoyed. 

"  This  Revised  Series  of  McGuffey's  Readers  is  one  of  the  moral  wonders  and  beauties  of 
the  age." 

VAN  ANTWERP,  BRAGG  &  Co.,  PUBS.,  CINCINNATI  &  NEW  YORK. 


KCLECTIC  SYSTEM 


mm.  IDDSTEIAL,  Al  PERSPECTIVE  DMING. 


This  system  has  been  arranged  with  reference  to  the  following  points: 

1.  Best  methods  of  teaching. 

2.  Capabilities  of  the  pupils  at  different  ages. 

3.  Logical  order  of  the  exercises. 

4.  Best  educational  interests  of  the  pupils. 

The  special  features  and  advantages  of  the  Eclectic  System  of  Drawing  are: 

1.  The  practical  and   utilitarian   character  of  the  work  recommends  it  as  an  excellent 

common  school  system  of  drawing. 

2.  The  series  contains  an  abundance  and  variety  of  material. 

a.  Suggestions  and  rules  for  design. 

b.  Explanations  and  suggestions  for  object  drawing. 

c.  Problems  and  explanations  in  mechanical  drawing. 

d.  Problems  and  explanations  in  perspective  drawing. 

3.  Drawing  taught  by  this  series  is  not  merely  ornamental  but  positively  useful. 

4.  The  Eclectic  System  meets  the  real  wants  of  the  common  schools,  and  is  not  technical.    It 

is  intended  to  furnish  the  necessary  basis  for  special  training. 

5.  No  separate  guide  books  accompany  this  system.     All  necessary  explanations  are  given  on 

the  covers  of  the  drawing  and  practice  books. 

6.  The  explanations  accompanying  the   Eclectic  Drawing    Books  enable  any  competent 

teacher  to  teach  the  system  effectively. 

7.  Practice  Books  are  an  important  feature  of  this  system. 

a.  The  best  work  is  secured  by  a  few  moments'  practice  on  the  lesson  before  exe- 

cuting the  same  in  the  drawing  book. 

b.  In  preparing  an  original  design,  it  is  desirable  to  make  trial  sketches  in  the 

practice  book. 

c.  In  mechanical,  object,    and  perspective  drawing,  it  is  desirable   to  make  the 

drawings  in  the  practice  book  first. 

8.  a.  The  Eclectic  System  of  Drawing  is  inexpensive. 

b.  The  books  are  well  made. 

c.  The  paper  has  a  tint  grateful  to  the  eye,  takes  the  pencil  well,  and  is  of  the  best 

quality.     The  lines  in  the  drawings  are  a  fine  imitation  of  lead  pencil. 


DESCRIPTION  OP   ECLECTIC  DRAWING  BOOKS. 

The  Eclectic  System  of  Drawing  is  complete  in  nine  numbers.  No.  1  is  preceded  by  a  three 
months'  course  in  Slate  Exercises,  which  are  intended  to  give  the  pupil  some  idea  of  size  and 
form,  and  some  command  over  the  muscles  of  the  hand  before  commencing  the  exercises  in  the 
book. 

Book  /.—Twenty  Pages.— First  School  Year.  Location  of  Points,  Connection  of  Points  by 
Vertical,  Horizontal,  and  Oblique  Lines.  Division  of  Lines  into  two  equal  Parts. 

Book  II. — Twenty  Pages. — Second  School  Year.  Location  of  Points  and  Divisions  of  Lines 
into  two  equal  Parts.  First  Lessons  in  Tinting  with  Lines. 

Book  III. — Twenty  Pages. — Third  School  Year.  Further  Practice  on  the  Divisions  given  in 
Book  II.  First  Lessons  in  Curved  Lines. 

Book  IF.— Twenty  Pages.— Fourth  School  Year.  Compound  Curves.  Leaf  Forms  Con- 
ventionalized. 

Book  V.— Twenty-four  Pages.— Fifth  School  Year.  Freehand  Construction  of  the  Octagon 
and  Hexagon.  Use  of  Flower  and  Leaf  Forms. 

Book  VI. — Twenty-four  Pages. — Sixth  School  Year.  Exercises  in  Original  Designs  for 
Surface  Decoration.  First  Lessons  in  Mechanical  Drawing.  First  Lessons  in  Perspective. 

Book  VII. — Twenty-four  Pages. — Seventh  School  Year.  Exercises  in  Design,  Mechanical 
Drawing  and  Perspective  continued.  First  Lessons  in  Drawing  from  the  Object. 

Book  VIII. — Twenty-four  Pages. — Eighth  School  Year.  Exercises  in  Design,  Mechanical 
Drawing,  Perspective  and  Object  Drawing  continued.  Selections  from  the  Grammar  of  Orna- 
ment of  Designs  for  Surface  Decoration. 

Book  IX. — Twenty-four  Pages. — Ninth  School  Year.  Exercises  in  Design,  Mechanical 
Drawing,  Perspective  and  Object  Drawing  continued.  Historic  ornament. 

For  Higher  Grades  a  selected  course  may  be  supplemented,  based  on  the  training  given  in 
these  numbers. 

VAN  ANTWERP,  BRAGG  &  Co,,  PUBLISHERS,  CINCINNATI  &  NEW  YORK, 


